Dr Sandie Cleland

Dr Sandie Cleland
MA, PhD, SFHEA

Senior Lecturer

Overview
Dr Sandie Cleland
Dr Sandie Cleland

Contact Details

Telephone
work +44 (0)1224 272280
Email
Address
The University of Aberdeen Room T5, School of Psychology, William Guild Building, King's College, Old Aberdeen. AB24 3FX
 

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Biography

I joined the School of Psychology in 2006 as a Lecturer and have been a Senior Lecturer since 2013. I received my MA (1998) from the University of Glasgow and my PhD (2002) from the University of Edinburgh (supervised by Professor Martin Pickering and Professor Holly Branigan). Following my PhD, I held an ESRC Postdoctoral Fellowship at the University of Edinburgh, and was a Postdoctoral Research Fellow at the University of York (2003-2006, working with Professor Gareth Gaskell and Dr Philip Quinlan) before coming to the University of Aberdeen. I am a Senior Fellow of the Higher Education Academy.

My research interests include psycholinguistics and numerical cognition. I am interested in the factors affecting sentence production as well as the relationship between attention and language. Current ongoing projects include investigating the production of idiomatic language (in collaboration with Dr Emily Nordmann) and bilingual language processing (with Jennifer Mattschey). I am also interested in numerical cognition, especially the relationship between number and space (in collaboration with Dr Rebecca Bull). Previous PhD students include Dr Emily Nordmann, Dr Bernadet Jager and Dr Tom Mitchell. Key collaborators include Dr Emily Nordmann (University of Aberdeen), Dr Rebecca Bull (National Institute of Education, Singapore), and Dr Alissa Melinger (University of Dundee).

Research

Research Interests

  • Factors influencing language production
  • The relationship between language and attention
  • Numerical cognition
Teaching

Teaching Responsibilities

  • Level 2: Language & Cognition (in PS2517)
  • Level 3: Memory & Language (PS3519)
  • Level 4: Advanced Topics in Language (optional course in PS4036)
  • MRes: Making Funding Applications
  • Small group teaching and project supervision at Levels 3 & 4
Further Info

Admin Responsibilities

PGT Coordinator

Level 3 Memory and Language Coordinator

Member of School Management Group

Chair of Postgraduate Committee

Member of External Liaison Committee

Chair of Marketing Team

Publications

Publications 

Currently viewing:

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  • Cleland, AA & Bull, R 2019, 'Automaticity of access to numerical magnitude and its spatial associations: the role of task and number representation', Journal of Experimental Psychology: Learning, Memory and Cognition, vol. 45, no. 2, pp. 333-348. [Online] DOI: https://doi.org/10.1037/xlm0000590
  • Cleland, A, Corsico, K, White, K & Bull, R 2019, 'Non-symbolic numerosities do not automatically activate spatial-numerical associations: Evidence from the SNARC effect', Quarterly Journal of Experimental Psychology. [Online] DOI: https://doi.org/10.1177/1747021819875021
  • Jager, B & Cleland, AA 2016, 'Polysemy Advantage with Abstract But Not Concrete Words', Journal of Psycholinguistic Research, vol. 45, no. 1, pp. 143-156. [Online] DOI: https://doi.org/10.1007/s10936-014-9337-z
  • Jager, B, Green, MJ & Cleland, AA 2016, 'Polysemy in the mental lexicon: Relatedness and frequency affect representational overlap.', Language cognition and neuroscience, vol. 31, no. 3, pp. 425-429. [Online] DOI: https://doi.org/10.1080/23273798.2015.1105986
  • Jager, B & Cleland, AA 2015, 'Connecting the research fields of lexical ambiguity and figures of speech: Polysemy effects for conventional metaphors and metonyms', The Mental Lexicon, vol. 10, no. 1, pp. 133-151. [Online] DOI: https://doi.org/10.1075/ml.10.1.05jag
  • Cleland, AA & Bull, R 2015, 'The role of numerical and non-numerical cues in non-symbolic number processing: evidence from the line bisection task', Quarterly Journal of Experimental Psychology, vol. 68, no. 9, pp. 1844-1859. [Online] DOI: https://doi.org/10.1080/17470218.2014.994537
  • Nordmann, E, Cleland, AA & Bull, R 2014, 'Familiarity breeds dissent: Reliability analyses for British-English idioms on measures of familiarity, meaning, literality, and decomposability', Acta Psychologica, vol. 149, pp. 87-95. [Online] DOI: https://doi.org/10.1016/j.actpsy.2014.03.009
  • Nordmann, E, Cleland, AA & Bull, R 2013, 'Cat got your tongue? Using the tip-of-the-tongue state to investigate fixed expressions', Cognitive Science, vol. 37, no. 8, pp. 1553-1564. [Online] DOI: https://doi.org/10.1111/cogs.12060
  • Bull, R, Cleland, AA & Mitchell, T 2013, 'Sex differences in the spatial representation of number', Journal of Experimental Psychology: General, vol. 142, no. 1, pp. 181-192. [Online] DOI: https://doi.org/10.1037/a0028387
  • Mitchell, T, Bull, R & Cleland, AA 2012, 'Implicit response-irrelevant number information triggers the SNARC effect: Evidence using a neural overlap paradigm', Quarterly Journal of Experimental Psychology, vol. 65, no. 10, pp. 1945-1961. [Online] DOI: https://doi.org/10.1080/17470218.2012.673631
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