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Dr Kate Garland

Profile summary

  • Visiting Informal Academic
  • Honorary Associate
  • Faculty of Arts & Social Sciences
  • School of Psychology & Counselling
  • Psychology
  • k.j.garland

Professional biography

I am an OU graduate (BSc in Psychology), with a MSc in Research Methods in Psychology (Bristol) and a PhD in Psychology (Bristol). I have worked variously as a senior lecturer/lecturer/instructor for the following English universities and institutions: University of Bristol, University of Leicester, Universoty of Liverpool (online), University of Plymouth, University of Roehampton (online), University Campus Suffolk teaching undergraduates, postgraduates, and staff and have supervised MSc and PhD research students. A Fellow of the Higher Education Academy, I am also a Chartered Psychologist and Associate Fellow of the British Psychological Society.

Research interests

My Ph.D. research was in applied psychology, examining differences in memory and learning (accuracy & metacognition using the ‘Remember-Know’ paradigm) between computer- and paper-based learning materials allowing for the possible influence of individual differences (inherent cognitive style). From this start, two streams of research developed a) the effects of processing cues, visual changes, workload, and cognitive style on recognition memory especially for faces; b) an applied focus on computers/Internet: comparative behaviour (digital versus print), attitudes, levels, nature of use and preference, and the influence of individual differences (cognitive style, personality) on these aspects of behaviour.

REFEREED JOURNAL ARTICLES & ABSTRACTS

Arabi, S., Bindemann, M., Garland, K., & Johnston., R. (2016). The impact of cognitive style on face processing. Poster presented at The British Psychological Society, Cognitive Psychology section annual conference, Barcelona, Spain.

Garland, K., & Johnston., R. (2016). Local and global priming and inherent processing orientation in face recognition. Poster presented at the Experimental Psychology Society, London Annual Meeting, London, UK.

Dorum, K & Garland, K. (2011). Efficient electronic navigation: A metaphorical question? Interacting with Computers, 23(2), 129-136.  doi:10.1016/j.intcom.2010.11.003

Noyes, J. M. & Garland, K. J. (2008). Computer- versus paper-based tasks: Are they equivalent? Ergonomics, 51(9), 1352-1375. doi: 10.1080/00140130802170387

Garland, K. J. & Noyes, J. M. (2008) Computer attitude scales: How relevant today? Computers in Human Behavior, 24(2), 563-575. doi:10.1016/j.chb.2007.02.005

Burnage, S. M. & Garland, K. J. (2008). The effects of lineup format and verbalization in face recognition. In Abstracts of The British Psychological Society Cognitive Section Conference, p 23-24. Leicester: The British Psychological Society.

Garland, K. J. (2007). The effect of inherent processing orientation on face recognition. In Abstracts of The British Psychological Society Aberdeen Conference, p 40. Leicester: The British Psychological Society.

Noyes, J. M., & Garland, K. J. (2006). Comment on evaluating cognitive demand. Perceptual and Motor Skills102(1), 118-120. (Invited paper.)

Noyes, J. M. & Garland, K. J. (2006). Explaining students’ attitudes towards books and computers. Computers in Human Behavior. 22(3), 351-363. doi:10.1016/j.chb.2004.09.004

Garland, K. J. & Noyes, J. M. (2005). Attitudes and confidence towards computers and books as learning tools: A cross-sectional study of student cohorts. British Journal of Educational Technology. 36(1), 85-91.

Noyes, J. M., & Garland, K. J. (2005). Students’ attitudes toward books and computers. Computers in Human Behavior, 21(2), 233-241. doi:10.1016/j.chb.2004.02.016

Garland, K. J. & Noyes, J. M. (2004). The effects of mandatory and optional use on students' ratings of a computer-based learning package. British Journal of Educational Technology, 35(3), 263-273.

Garland, K. J. & Noyes, J. M. (2004). CRT monitors: Do they interfere with learning? Behaviour & Information Technology, 23, 43-52. doi: 10.1080/01449290310001638504

Garland, K. J. & Noyes, J. M. (2004). Changes in learning expectations and confidence toward computers: A study of five successive years of undergraduates. Journal of Educational Computing Research, 31(3), 273-279.

Garland, K. J. & Noyes, J. M. (2004). Computer experience: A poor predictor of computer attitudes. Computers in Human Behavior, 20(6), 823-840. doi:10.1016/j.chb.2003.11.010

Noyes, J. M., Garland, K. J. & Robbins, E. (2004). Paper-based versus computer-based assessment: Is workload another test mode effect? British Journal of Educational Technology, 35(1), 111-113.

Noyes, J. M. & Garland, K. J.  (2003). VDT versus paper-based reading: Reply to Mayes, Sims, and Koonce. International Journal of Industrial Ergonomics, 31(6), 411-423.

Noyes, J. M. & Garland, K. J. (2003). Solving the Tower of Hanoi: Does mode of presentation matter? Computers in Human Behavior, 19(5), 579-592.  doi:10.1016/S0747-5632(03)00002-5

Garland, K. J. & Noyes, J. M. (2000). Remember-Know dissociation for learning between computer screen presentation and printed material. In Abstracts of The British Psychological Society London Conference, pp. 11-12. Leicester: The British Psychological Society.

Garland, K. J. (2000). Learning and knowledge application: Electronic versus printed material. In Extended Abstracts of CHI 2000 International Conference, pp. 321-322New York: Association for Computing Machinery.

Anderson, S. A., Noyes, J. M. & Garland, K. J. (1999). Evaluation of the intranet as a learning tool. Journal of Computer-Assisted Learning, 15(1), 87-88.

Garland, K. J., Anderson, S. A. & Noyes, J. M. (1998). The Intranet as a learning tool: A preliminary study. Information Research, 4(1)(Available at: http://informationr.net/ir/4-1/paper51.html).

Noyes, J. M., Anderson, S. A. & Garland, K. J. (1998). Usability, memory and learning applied to intranet design. Internetworking. (http://www.internettg.org/newsletter/sep98/intranet_design.html).

Garland, K. J., Anderson, S. A. & Noyes, J. M. (1998). The Intranet as a learning tool: A preliminary study. In Proceedings of IRISS '98 International Conference, 12pp. Bristol: University of Bristol.

BOOK CONTRIBUTIONS

Garland, K. J. & Noyes, J. M. (2008). A review of changing attitudes toward computers in educational settings. In Thomas B. Scott & James I. Livingston (Eds.) Leading Edge - Educational Technology (pp. 195-209). New York, NY: Nova Science. (Invited contribution).

Garland, K. J. (2006). Cathode-ray tube monitors versus paper: A review of performance differences.       In W. Karwowski (Ed.) International encyclopedia of ergonomics and human factors (2nd ed.) London:       Taylor & Francis. (pp. 961-964). (ISBN: 041530430X)

Garland, K. J. (2006). Questionnaires. In W. Karwowski (Ed.) International encyclopedia of ergonomics     and human factors (2nd ed.) London: Taylor & Francis. (pp. 3320-3323). (ISBN: 041530430X)

Garland, K. J. (2006). Interviews. In W. Karwowski (Ed.) International encyclopedia of ergonomics and      human factors (2nd ed.) London: Taylor & Francis. (pp. 3222-3224). (ISBN: 041530430X).

Garland, K. J. & Noyes, J. M. (2006). Observation. In W. Karwowski (Ed.) International encyclopedia of ergonomics and human factors (2nd ed.) London: Taylor & Francis. (pp. 3285-3288). (ISBN: 041530430X)

Noyes, J. M. & Garland, K. J. (2006). Empirical methods: Experiments. In W. Karwowski (Ed.) International encyclopedia of ergonomics and human factors (2nd ed.) London: Taylor & Francis. (pp. 3119-3121). (ISBN: 041530430X)

Noyes, J. M., Garland, K. J., & Bruneau, D. P. J. (2004) Humans: Skills, capabilities and limitations. In C. Sandom & R. S. Harvey (Eds.) Human factors for engineers (pp. 35-56). London: The Institution of Electrical Engineers. (ISBN: 0 86341 329 3).

CONFERENCES/INVITED SPEAKERS

Presentation: 29-10-14, EC Brussels, for UNI Europa Graphical. Print versus Digital. (invited)

Presentation: 13-10-14, EC Brussels, for Employment & Social Legislation: Graphical Industry. Print versus Digital. (invited)

Speaker: 25-3-09, De Montfort University. The effect of inherent processing orientation on face recognition. (invited) 

Presentation: 8-00, Remember-Know dissociation for learning between computer screen presentation and printed material. The British Psychological Society London Conference

Impact and engagement

GRANTS:

  • The Nuffield Foundation:  The effects of processing cues and inherent processing bias on face recognition memory performance (2006). Sole Investigator. £6,922 for participants & RA.
  • Crowther Fund:  PhD student research (1999) £900.
  • WinEcon Consortium:  Research into e-learning (1999) £380 (HEFCE).

EXTERNAL INDICATORS:

European Commission:  ‘Recognised expert’ status, invited speaker: 13 October 2014:  EC Social Dialogue Committee for the Graphical Industry. Brussels, Belgium. 29-30 October 2014: EC Conference - Publishing on the move: Knowing and organising to anticipate the changes. Brussels, Belgium.

Grant Reviewer For:  BBSRC, EPSRC, ESRC 

Journal Refereeing For: Applied Cognitive Psychology, British Journal of Educational Technology, British Journal of Psychology, Displays, Human Factors, Journal of Experimental Psychology: Learning, Memory, and Cognition, Personality and Individual Differences.

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