About the Project
Dr Emma James is looking to support PhD applications for projects examining the cognitive mechanisms of word learning over adolescence, as part of Learn Lab York. This research direction aligns with our existing project on Word Learning from Childhood to Adulthood, which examines when and why children consolidate new words better than adults.
Two possible project remits are proposed that align with current directions, although these are not prescriptive if applicants have alternative ideas that they think would be a good fit to the research we conduct.
- The role of prior morphological knowledge in learning and consolidating new vocabulary. Many of the new words that adolescents encounter are morphologically complex, and share Greek or Latinate roots with words that they already know. Most word learning studies control for prior knowledge as a nuisance variable, yet we know that children and adolescents become increasingly sensitive to the multimorphemic structure of words. This project asks how this emergent knowledge influences the learning and memory processes involved in word learning over the course of development.
- Learning and consolidating new vocabulary across school subjects. Beyond primary school instruction, the vast majority of new words are encountered in context. These contexts become increasingly diverse at secondary school as pupils move between subjects across the school day, meaning that some “academic” vocabulary might be encountered in very different scenarios. Pupils also frequently encounter words that have different meanings depending on the subject they are in. This project uses learning and memory theories to examine how best to introduce conflicting semantic information.
Research Environment
The Department of Psychology at York prioritises good research partnerships with local schools through SUNRAY. We have access to a wide range of research facilities, including eye-tracking and neuroimaging methods available at York Neuroimaging Centre (including fMRI, MEG, sleep lab). The department also benefits from a highly active Early Career Researcher Forum, who organise training and social opportunities for PhD students.
Candidate profile
- Strong undergraduate degree (2:1 or 1st) and/or MSc in Psychology, Cognitive Neuroscience, Linguistics, or a related discipline.
- Demonstrable interest and experience in quantitative research methods.
- Experience working with children in a school environment is also advantageous for developmental research proposals.
How to apply
To express interest, please email Dr Emma James (emma.james@york.ac.uk) with:
- A summary of your research background and interests, motivation for pursuing a PhD, and fit with Learn Lab York.
- A copy of your CV.
- Your fee status (UK/home or International).
The use of generative AI is not permitted; it is important that you can discuss your interests and ideas.
Application timeline:
- October: Initial expressions of interest and informal discussions
- 6th November: Selection of candidate(s) to support in developing a research proposal
- Nov-Dec: Collaborative development of research proposal and funding application materials (see funding notes)
- 11th December: Final departmental PhD application deadline
- December: Departmental admission interviews
- Jan-Feb: Departmental and DTP funding shortlisting, interviews, and decisions
Funding Notes
Applications are invited for one of three Departmental Studentships (open competition), inclusive of UK tuition fees, an annual stipend (~£20,000), and guaranteed 100 hours of paid teaching. Please note that departmental studentships only cover home fees; international applicants would need to fund the difference. Eligible applicants must also apply for studentships through the ESRC White Rose Doctoral Training Partnership.
Applicants should also consider whether they are eligible for any other funding opportunities (see departmental and international funding pages; alongside independent searches).