Prof. Andrew Tolmie is a professor of Psychology and Human Development at the UCL- Institute of Education.
Research Interests
Prof. Andrew Tolmie is a developmental psychologist with longstanding interests in the development of children’s conceptual representations and behavioural skills, and the relationships between these. His research focuses primarily on the growth of children’s explicit knowledge, particularly in the pre-school and primary age range, on the role of dialogue with parents, tutors, teachers and peers in promoting this development, and on quantitative modelling of the impact of a range of influences on representational and behavioural change.
The majority of Prof. Tolmie’s research has addressed educationally-relevant topics and settings, with a substantial emphasis on primary school science, but also on the acquisition of road-crossing skills among children, and on the growth of conversational skills. He is currently Deputy Director of the IOE/UCL/Birkbeck Centre for Educational Neuroscience, and the lead Editor for the British Psychological Society’s Editorial Advisory Group. He was Editor of the British Journal of Educational Psychology from 2007 until the end of 2012.
Publications
Please see the list below some of Prof. Tolmie’s publications. More information about Prof. Tolmie including a more extensive publication list can be found here: Prof. Tolmie’s Publications
-
Arslan, Y., Gordon, R., & Tolmie, A. (2022). Teachers’ understanding of neuromyths: A role for educational neuroscience in teacher training. Impact.
- Ranzato, E., Tolmie, A., & Van Herwegen, J. (2021). The home learning environment of primary school children with down syndrome and those with williams syndrome. Brain Sciences, 11 (6), 733. doi:10.3390/brainsci11060733
-
Avgerinou, V. A., & Tolmie, A. (2020). Inhibition and cognitive load in fractions and decimals. British Journal of Educational Psychology. doi:10.1111/bjep.12321
-
Dündar‐Coecke, S., & Tolmie, A. (2020). Nonverbal Ability and Scientific Vocabulary Predict Children’s Causal Reasoning in Science Better than Generic Language. Mind, Brain, and Education, mbe.12226. doi:10.1111/mbe.12226
-
Brookman-Byrne, A., Mareschal, D., Tolmie, A. K., & Dumontheil, I. (2018). Inhibitory control and counterintuitive science and maths reasoning in adolescence. PLOS ONE, 13 (6), ARTN e0198973. doi:10.1371/journal.pone.0198973
-
Tolmie, A. K., Ghazali, Z., & Morris, S. (2016). Children’s science learning: a core skills approach. British Journal of Educational Psychology. doi:10.1111/bjep.12119
- Thomas, M.S.C, Kovas, Y., Meaburn, E. & Tolmie, A. (in press). What can the study of genetics offer to educators? Mind, Brain and Education.
- Tolmie, A. (in press). Neuroscience of education. In J.D. Wright (Ed.), The International Encyclopedia of the Social and Behavioral Sciences (2nd Edition). Oxford: Elsevier.
- Broadbent, H.J., Farran, E.K. & Tolmie, A. (2014). Egocentric and allocentric navigation strategies in Williams syndrome and typical development. Developmental Science, 17(6), 920-934. Click here.
- Broadbent, H.J., Farran, E.K. & Tolmie, A. (2014). Object-based mental rotation and visual perspective-taking in typical development and Williams syndrome. Developmental Neuropsychology, 39(3), 205-225. Click here
- Mareschal, D., Butterworth, B. & Tolmie, A. (Eds.) (2014). Educational Neuroscience. Chichester: Wiley-Blackwell. 374pp. Click here.