Dr Victoria Simms is a developmental psychologist with a specific interest in how children's thinking changes over time. Victoria's research program focuses mainly on the development of mathematical cognition, both in typical and atypical populations. Victoria also researches cognitive and educational outcomes of children who were born very preterm. Victoria's work aims to develop effective interventions to ensure that children can fulfil their educational potential.
Dr Victoria Simms graduated from Queen's University Belfast with a degree in Psychology (2005) and subsequently a PhD in Developmental Psychology (2009). Victoria completed a series of Post-Doctoral positions at Heriot Watt University (2008-2009), Queen's University Belfast (2009-2011) and University of Leicester (2011-2013). Victoria joined Ulster University in 2013. Victoria was awarded the Neil O'Connor prize from the British Psychological Society for her work with very preterm children in 2015.
| Year | Research |
|---|---|
| 2017 | Ulster University- Research Challenge Fund: Brain mechanisms related to processing of numerals: a magnetoencephaplography study (PI, £24,996 with Hubert Cecotti and Girijesh Prasad, Ulster University) |
| 2016 | Nuffield Foundation: Interventions to improve mathematical achievement in primary school-aged children: A Systematic Review (PI, £62,034 with Camilla Gilmore, Loughborough University and Seaneen Sloan, Queen’s University Belfast) |
| 2015 | British Academy: The influence of domain general abilities on number development in Williams syndrome and Down syndrome: evidence from eye tracking (CI, £9,897 with Jo Van Herwegen, Kingston University and Annette Karmiloff-Smith, Birkbeck, University of London) |
| 2015 | Action Medical Research: Mathematics learning disabilities from childhood to adolescence: New evidence and intervention for very preterm children (CI, £217,490 with Samantha Johnson and Rose Griffiths, Leicester University; Camilla Gilmore, Loughborough University; Lucy Cragg and Heather Wharrad, University of Nottingham; Neil Marlow, University College London) |
| 2014 | ESRC Social Science Festival Public Engagement Fund (PI, £700 with Jennifer Hanratty, Gary McKeown and Matthew Rodger, Queen’s University Belfast) |
| 2012 | University of Leicester Equipment Fund (CI, £2325.60 with Samantha Johnson, University of Leicester) |
Dr Victoria Simms, Psychology Research Institute, talks about her research into how children’s thinking changes over the years, in particular how they understand maths.
Encouraging children to think counterfactually enhances blocking in a causal learning task. / McCormack, Teresa; Simms, Victoria; McGourty, Jemma; Beckers, Tom.
In: THE QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, Vol. epub, 01.02.2013.Research output: Research - peer-review › Article
Plane thinking: Mental representations in number line estimation as a function of orientation, scale,and counting proficiency. / Simms, Victoria; Muldoon, Kevin; Towse, John.
In: Journal of Experimental Child Psychology, Vol. 115, 01.05.2013, p. 468-480.Research output: Research - peer-review › Article
Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing. / Simms, Victoria; Gilmore, Camilla; Cragg, Lucy; Marlow, Neil; Wolke, Dieter; Johnson, Samantha.
In: Pediatric Research, Vol. 73, No. 2, 01.02.2013, p. 236-244.Research output: Research - peer-review › Article
Blocking in children’s causal learning depends on working memory and reasoning abilities. / McCormack, Teresa; Simms, Victoria; McGourty, Jemma; Beckers, Tom.
In: Journal of Experimental Child Psychology, Vol. Epub a, 14.03.2013.Research output: Research - peer-review › Article
Additivity Pretraining and Cue Competition Effects: Developmental Evidence for a Reasoning-Based Account of Causal Learning. / Simms, Victoria; McCormack, Teresa; Beckers, Tom.
In: Journal of Experimental Psychology: Animal Behavior Processes, Vol. 38, No. 2, 13.02.2012, p. 180-190.Research output: Research - peer-review › Article
A Longitudinal Analysis of Estimation, Counting Skills, and Mathematical Ability Across the First School Year. / Muldoon, Kevin; Towse, John; Simms, Victoria; Perra, Oliver; Menzies, Victoria.
In: Developmental Psychology, Vol. 49, No. 2, 17.02.2012, p. 250-258.Research output: Research - peer-review › Article
Cross-Cultural Comparisons of 5-Year-Olds' Estimating and Mathematical Ability. / Muldoon, Kevin; Simms, Victoria; Towse, John; Burns, Victoria; Yue, G.
In: Journal of Cross Cultural Psychology, Vol. 42, 28.04.2011, p. 669-681.Research output: Research - peer-review › Article
Mathematics difficulties in children born very preterm: current research and future directions. / Simms, Victoria; Cragg, Lucy; Gilmore, Camilla; Marlow, Neil; Johnson, Samantha.
In: Archives of disease in childhood: Fetal and neonatal edition, Vol. In pre, 01.06.2013.Research output: Research - peer-review › Article
Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement. / Gilmore, Camilla; Attridge, Nina; Clayton, Sarah; Cragg, Lucy; Johnson, Samantha; Marlow, Neil; Simms, Victoria; Inglis, Matthew.
In: PLOS One, Vol. 8, No. 6, 01.06.2013, p. e67374-e67374.Research output: Research - peer-review › Article
Screening for childhood mental health disorders using the Strengths and Difficulties Questionnaire: the validity of multi-informant reports. / Johnson, Samantha; Holiis, Chris; Marlow, Neil; Simms, Victoria; Wolke, Dieter.
In: Developmental medicine and child neurology, Vol. On-lin, 01.01.2014.Research output: Research - peer-review › Article
