About Us

Prof Holly BraniganProf Holly Branigan
School of Philosophy, Psychology and Language Sciences, University of Edinburgh

holly.branigan@ed.ac.uk
http://www.ed.ac.uk/profile/holly-branigan

Holly holds the Chair in Psychology of Language and Cognition at the University of Edinburgh. Her main research interests are in the psychology of communication, and the relationship between linguistic and psychological theories of syntax. As such, her research cuts across disciplinary boundaries, and is of relevance to researchers in theoretical and computational linguistics and computer science, as well as to researchers in psychology.

Prof Nicola YuillProf Nicola Yuill
School of Psychology, University of Sussex

nicolay@sussex.ac.uk
www.sussex.ac.uk/psychology/chatlab

Nicola is a Professor in the School of Psychology and heads the Children and Technology Lab at the University of Sussex. She is interested in how technology can be used to understand and support children working and playing together, at school and at home, in typical and atypical development, with peers, with parents and with teachers. Nicola has particular expertise in interdisciplinary work between theories in developmental psychology and processes in human-computer interaction, and in the fine analysis of video to uncover mechanisms of collaborative social interaction. Recent projects include ShareIT, developing and evaluating innovative technology to support collaboration in autism, and current work using tablets to support language comprehension.

Dr Zoe HopkinsDr Zoe Hopkins
School of Philosophy, Psychology and Language Sciences, University of Edinburgh

Zoe.Hopkins@ed.ac.uk
http://www.ed.ac.uk/profile/zoe-hopkins

Zoe is a post-doc research assistant in the School of Philosophy, Psychology and Language Sciences at the University of Edinburgh. She has spent over 10 years working with individuals with autism spectrum conditions (ASC), in support, clinical, and research roles. Her D.Phil project examined language processing in children with ASC: specifically, the project considered whether differences in alignment – the tendency of speakers to imitate each other’s use of language – could explain the difficulties some children with ASC have with conversation.