I am a Cognitive Neuropsychologist with a particular interest in language and memory.
My recent research has focused on language and executive processing in Parkinson's disease. I have also worked with people with amnesia and aphasia.
My PhD – which was on amnesia - focused on the relationship between recall and recognition, and memory for context. My research volunteers were people with Korsakoff's disease, epilepsy and aneurism.
I carried out my postdoctoral research at the University of Warwick, where I investigated mathematical models of memory and worked on speech production in normal and aphasic speakers.
In addition to my research on memory and metacognition in Parkinson’s Disease, I also work on the enhancement of teaching and learning of psychology, and have a special interest in innovative methods of assessment.
I’ve been fortunate to work with wonderful research volunteers. They have made a huge contribution to my career and I’m deeply grateful.
My research work in teaching and learning is inseparable from my everyday teaching practice. Hence you see information here in my teaching section rather than in the research or esteem section. For many years I have investigated and implemented the use of authentic assessments, collaboration with students in developing and using assessment criteria, psychology in problem based learning, psychological processes in reflection, psychological processes in peer review, the effectiveness of learning technology, good practice in Blackboard design, and employability. In addition my students have published articles on their experiences of my teaching and presented at prestigious national conferences. These principles are embedded in every class I teach and are achieved with close partnership and mututal understanding between myself and my students.
2014 But what does it mean for me? Students' engagement with learning technologies
A funded project to investigate student perceptions about and aspirations for the use of learning technologies. The research was designed and carried out by a team of students and subsequently presented at the Abertay teaching and Learning Enhancement Conference 2014 and the 2015 SPARQ's National Conference. The talk was nominated for an award in the category 'Partnership in Curriculum Design, Curriculum Delivery, Assessment and Feedback'.
The findings of this project were used to guide Abertay policy and practice in implementing our learning technologies.
2015 Collaborative assessment criteria are authentic criteria
This work comprised a review of my experience and practice in a third year Psychology module. It centred on the benefits and limitations of developing assessment criteria in collaboration with students. My work was subsequently presented by students from the module at the SPARQ's National Conference. The talk was nominated in the category 'Partnership in Curriculum Design, Curriculum Delivery, Assessment and Feedback' and won the award.
The findings of this work are used to inform policy and practice at Abertay
Recognition of teaching contribution at Abertay
I am grateful to my students for proposing me over the years for Abertay Student Led Teaching Awards and for my success in winning several of these.
I teach undergraduates and MSc students in Cognitive Neuropsychology, Psychology in Education and Introductory Psychology.
My Honours Project supervision is in Memory & Cognition, Language, Teaching & Learning and Sleep & Dreaming.
Research interests: My research includes two main themes. I currently work on cognitive impairments in normally ageing and brain-damaged individuals focusing on language, memory and metacognitive function in people with Parkinsons Disease. I have carried out related research with individuals who are aphasic or amnesic. I am happy to supervise students carrying out research with the groups above but would consider other patient groups subject to availability of research volunteers.
I also have a research interest in teaching and learning in higher education including authentic assessment, peer and student evaluation of teaching, evaluation of problem based learning and ‘threshold concepts’ in psychology and other disciplines.
Research Degree Opportunities: I am willing to supervise students in any of these or related areas, and we offer the following research degrees: one-year MSc by Research, two-year MPhil or three-year PhD. For more information please email email@example.com.
Applicants for one-year MSc research degrees in my areas should be aware of the requirement to obtain full ethical approval for work with patients (http://www.nres.npsa.nhs.uk/) in addition to approval by our school ethics committee. The review process must be carried out in a timely fashion to facilitate completion within the required course deadline.
I have supervised the following Doctoral students:
Dr Lesley Jessiman - thesis titled "The effects of normal and pathological ageing on non-automatic language, executive and frontal lobe function"
Dr Jessiman now holds a lectureship in psychology at the University of the Fraser Valley, Vancouver, Canada.
Dr Tracey Oliver - thesis titled 'Exploring the relationship between non-automatic language processes and reading ability in Parkinson's Disease and non-pathological ageing'
Dr Oliver now holds a Research Fellowship at the University of Dundee, School of Nursing and Midwifery
Dr Beth Wilson - thesis titled 'Autobiographical memory retrieval and executive function in Parkinson's Disease'
Dr Wilson conducts policy and practice research on medical services for indigenous populations in Perth, Australia.
For copyright reasons please email me if you wish to have copies of these publications:
Harley, T.A. & MacAndrew, S.B.G. (2015). Language: Beyond Chomsky’s (1957) Syntactic Structures. In B. M.W. Eysenck & D. Groome (Eds.), Cognitive psychology: Revisiting the classic studies (pp. 179-188). London: Sage.
Harley, T.A. & MacAndrew, S.B.G. (2014). Why the journey to a word takes you no closer. In B. Schwartz & A.S. Brown (Eds.), Tip-of-the-tongue states and related phenomena (pp. 95-115). Cambridge: Cambridge University press.
Harley, T. A., Oliver, T. M., Jessiman, L. J., & MacAndrew, S. B. G. (2013). Ageing makes us dyslexic. Aphasiology, 27(4), 490–505. doi:10.1080/02687038.2013.775564
Harley, T. A., J, J. L., & G, M. S. B. (2011). Decline and fall: A biological, developmental, and psycholinguistic account of deliberative language processes and ageing. Aphasiology, 25(2), 123–153. doi:10.1080/02687031003798262
MacAndrew, S. B. G., Jessiman, L. J., & Harley, T. A. Metalinguistic efficacy in Parkinson's disease: Evidence from consonant exchange. Submitted to Cognition
Oliver, T., MacAndrew, S. B. G., (corresponding author), Harley, T. A., & Jessiman, L. J. Impaired proper name recall in Parkinson's disease and non-pathological ageing: A question of phonology? Submitted to Aging, Neuropsychology & Cognition.
Harley, T. A., Jessiman, L. J., & MacAndrew, S. B. G. Intact and impaired phonological awareness in typical aging and Parkinson's disease. Submitted to Brain and Language.
MacAndrew, S. B. G. (2009) There’s a place for us – and our students – and it is in the workplace. Psychology Teaching Review, 14, 30-34.
Harley, T. A., Jessiman, L. J., MacAndrew, S. B. G. & Astell, A. (2008). I don’t know what I know: Evidence of preserved semantic knowledge but impaired metalinguistic knowledge in adults with probable Alzheimer’s disease. Aphasiology, 22, 321-335.
Guest Editor: Psychology Learning and Teaching Special Issue on Assessment in Psychology, Volume 3 Issue 2 March 2004
MacAndrew, S. B. G. (2004). Editorial: You can’t play ‘20 questions’ with students and win: How assessment can fail students and staff. Psychology, Learning and Teaching, 3, 85-88.
MacAndrew, S. B. G. & Edwards, K. (2003). Essays are not the only way: A case report on the benefits of authentic assessment. Psychology, Learning and Teaching, 2, 134 - 139.
Harley, T. A., & MacAndrew, S. B. G. (2001) Constraints upon word substitution in speech production. Journal of Psycholinguistic Research, 30, 395-418.
If you would like copies of the following reports please contact me.
MacAndrew, S. B. G, Maxwell, C., & Larooy, A. (2015). But what does it mean for ME? Students’ engagement with learning technologies: an exploration of their current satisfaction with and aspirations for learning technology developments at UAD. Final report Abertay Teaching and learning Enhancement Fund.
MacAndrew, S. B. G., Spedding, N., & Jamieson, S. (2010). How was it for you? A cross-disciplinary study of ‘troublesome knowledge’ as identified by undergraduate students and lecturers in Geography, Medical Science and Psychology. Report for Grduates for the 21st Century, Quality Enhancement Theme, HE Academy Scotland
MacAndrew, S. B. G., Walsh, L., Lantz, C., Morton, C., & Oduyemi, K. Problem based learning in practice: Listening to the lecturers. An investigation of academics’ perceptions and practice concerning problem based learning. Final report for Scottish Higher Education Enhancement Research initiative funded by the Higher Education Academy Scotland. (September, 2008)
MacAndrew, S. B. G. & Kelly, D. ‘Supporting the transition from HND Social Sciences into BPS accredited second year Psychology degrees’ Final report for a Joint Further Education and Higher Education Psychology Working group, Facilitated by the Higher education Academy Psychology Network and funded by the Scottish Funding Council (October, 2006)