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Psychology

D-Index
73
Citations
24846
World Ranking
1937
National Ranking
219

Overview

Jane Oakhill is affiliated with the University of Sussex in the United Kingdom. Their research primarily focuses on the fields of Psychology and Social Sciences, with particular expertise in Developmental and Educational Psychology, Gender Studies, Cognitive Neuroscience, Education, and Statistics and Probability.

The scientist's work centers on topics such as Reading and Literacy Development, Cognitive and Developmental Aspects of Mathematical Skills, Gender Diversity and Inequality, Hearing Impairment and Communication, Educational Strategies and Epistemologies, Gender Roles and Identity Studies, and Language, Metaphor, and Cognition.

Notable recent publications by Jane Oakhill include:

  • Four Decades of Research into Children's Reading Comprehension: A Personal Review (2020, Discourse Processes)
  • Activation of Person Knowledge in Medial Prefrontal Cortex during the Encoding of New Lifelike Events (2021, Cerebral Cortex)
  • The development of explicit occupational gender stereotypes in children: Comparing perceived gender ratios and competence beliefs (2022, Journal of Vocational Behavior)
  • "This Is What a Mechanic Sounds Like": Children's Vocal Control Reveals Implicit Occupational Stereotypes (2020, Psychological Science)
  • Tracking your emotions: An eye-tracking study on reader's engagement with perspective during text comprehension (2020, Quarterly Journal of Experimental Psychology)

Jane Oakhill frequently publishes in certain academic journals, including:

  • Discourse Processes
  • Quarterly Journal of Experimental Psychology
  • Cerebral Cortex
  • Journal of Vocational Behavior
  • Education 3-13

The scientist has collaborated regularly with several co-authors, notable among them:

  • Alan Garnham
  • David Reby
  • Robin Banerjee
  • Valentina Cartei
  • Petar Raykov

Jane Oakhill's research contributions provide insights into literacy development and the cognitive underpinnings of learning, as well as the influence of gender stereotypes and social factors on occupational perceptions and communication.

Best Publications

  • Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.

    Kate Cain;Jane Oakhill;Peter Bryant

  • The Acquisition of Reading Comprehension Skill

    Charles A. Perfetti;Nicole Landi;Jane Oakhill

  • Inference making ability and its relation to comprehension failure in young children

    Kate Cain;Jane V. Oakhill

  • Comprehension skill, inference-making ability, and their relation to knowledge.

    Kate Cain;Jane V. Oakhill;Marcia A. Barnes;Marcia A. Barnes;Peter E. Bryant

  • Children's Problems in Text Comprehension: An Experimental Investigation

    Nicola Yuill;Jane Oakhill

  • The dissociation of word reading and text comprehension: Evidence from component skills

    Jane V. Oakhill;Kate Cain;Peter E. Bryant

  • Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity.

    Kate Cain;Jane Oakhill;Kate Lemmon

  • The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study

    Jane V. Oakhill;Kate Cain

  • Profiles of children with specific reading comprehension difficulties

    Kate Cain;Jane Oakhill

  • Working memory resources and children's reading comprehension.

    Alix Seigneuric;Marie-France Ehrlich;Jane V. Oakhill;Nicola M. Yuill

  • INFERENTIAL AND MEMORY SKILLS IN CHILDREN'S COMPREHENSION OF STORIES

    Jane Oakhill

  • Working memory, comprehension ability and the resolution of text anomaly

    Nicola Yuill;Jane Oakhill;Alan Parkin

  • Levels of Comprehension Monitoring and Working Memory in Good and Poor Comprehenders

    Jane Oakhill;Joanne Hartt;Deborah Samols

  • Thinking and Reasoning

    Alan Garnham;Jane Oakhill

  • Matthew Effects in Young Readers Reading Comprehension and Reading Experience Aid Vocabulary Development

    Kate Cain;Jane Oakhill

  • Children's comprehension problems in oral and written language: A cognitive perspective

    Kate Cain;Jane Oakhill

  • Higher Order Factors in Comprehension Disability: Processes and Remediation

    Jane Oakhill;Nicola Yuill

  • Becoming a skilled reader

    Jane Oakhill;Alan Garnham

  • Understanding and Teaching Reading Comprehension: A handbook

    Jane V. Oakhill;Kate Cain;Carsten Elbro

  • The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties

    Kate Cain;Jane V. Oakhill;Carsten Elbro

Frequent Co-Authors

Alan Garnham
Alan Garnham University of Sussex
Kate Cain
Kate Cain Lancaster University
Nicola Yuill
Nicola Yuill University of Sussex
Philip N. Johnson-Laird
Philip N. Johnson-Laird Princeton University
Peter Bryant
Peter Bryant University of Oxford
Robin Banerjee
Robin Banerjee University of Sussex
Manuel Carreiras
Manuel Carreiras Basque Center on Cognition, Brain and Language
Sabine Sczesny
Sabine Sczesny University of Bern
Morton Ann Gernsbacher
Morton Ann Gernsbacher University of Wisconsin–Madison
Alan J. Parkin
Alan J. Parkin University of Sussex

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