Additional Contact Information
Self-funded (including agency-funded projects:
Manon welcomes informal enquiries from prospective PhD students interested in projects related to the cognitive and neurocognitive underpinnings of reading, dyslexia, language production and bilingualism. Please submit a draft research proposal (1-2 pages) to the above email address.
Competitive scholarship opportunities available:
None
Publications
2024
- PublishedChinese Learners of English Are Conceptually Blind to Temporal Differences Conveyed by Tense: Conceptual Tense Blindness in Late Bilinguals
Li, Y., Casaponsa Gali, A., Jones, M. & Thierry, G., Mar 2024, In: Brain and Language. 74, 1, p. 184-217
Research output: Contribution to journal › Article › peer-review - E-pub ahead of printLiteracy Instruction from Afar: Evidence for the Effectiveness of a Remotely Delivered Language-rich Reading Programme
Downing, C., Evans-Jones, G., Lira Calabrich, S., Wynne, C., Cartin, R., Dunton, J., Elliott, R., Caravolas, M., Hulme, C. & Jones, M., 6 Jan 2024, (E-pub ahead of print) In: Reading and Writing.
Research output: Contribution to journal › Article › peer-review - PublishedRational inattention: A new theory of neurodivergent information seeking
Jones, S., Jones, M., Koldewyn, K. & Westermann, G., 29 Mar 2024, In: Developmental Science. 27, 4
Research output: Contribution to journal › Article › peer-review - PublishedSUBTLEX-CY: A new word frequency database for Welsh
van Heuven, W. J. B., Payne, J. S. & Jones, M., May 2024, In: Quarterly Journal of Experimental Psychology. 77, 5, p. 1052–1067 16 p.
Research output: Contribution to journal › Article › peer-review
2023
- PublishedAs clear as glass: How figurativeness and familiarity impact simile processing in readers with and without dyslexia
Egan, C., Siyanova, A., Warren, P. & Jones, M., Apr 2023, In: Quarterly Journal of Experimental Psychology. 76, 2, p. 231-247
Research output: Contribution to journal › Article › peer-review - PublishedLiteracy Instruction from Afar: Evidence for the Effectiveness of a Remotely Delivered Language-rich Reading Programme
Downing, C., Evans-Jones, G., Lira Calabrich, S., Wynne, C., Cartin, R., Dunton, J., Elliott, R., Caravolas, M., Hulme, C. & Jones, M., 2 Nov 2023, PsyArXiv.
Research output: Working paper › Preprint - PublishedRational inattention: A new theory of neurodivergent information seeking
Jones, S., Jones, M., Koldewyn, K. & Westermann, G., 2 May 2023, PsyArXiv.
Research output: Working paper › Preprint - PublishedThe impact of phonological relatedness on semantic congruency judgements in readers with dyslexia: Evidence from behavioural judgements, event related potentials and pupillometry
Egan, C., Payne, J. & Jones, M., 6 Jun 2023, In: Neuropsychologia. 184, 108548.
Research output: Contribution to journal › Article › peer-review
2022
- PublishedNavigating the shift to remote teaching: Lessons learned from delivering remote language and literacy instruction
Jones, M., Evans-Jones, G., Downing, C., Elliott, R. & Lira Calabrich, S., 31 Jan 2022, Impact.
Research output: Contribution to specialist publication › Article
2021
- PublishedAudiovisual Learning in Dyslexic and Typical Adults: Modulating Influences of Location and Context Consistency
Lira Calabrich, S., Oppenheim, G. & Jones, M., 28 Oct 2021, In: Frontiers in Psychology: Language Sciences. 12, 15 p., 754610.
Research output: Contribution to journal › Article › peer-review - PublishedEpisodic memory cues in the acquisition of novel visual-phonological associations: a webcam-based eyetracking study
Lira Calabrich, S., Oppenheim, G. & Jones, M., 2021, Proceedings of the Annual Meeting of the Cognitive Science Society . Vol. 43. p. 2719-2725
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
2020
- PublishedHow alliteration enhances conceptual–attentional interactions in reading
Egan, C., Cristino, F., Payne, J., Thierry, G. & Jones, M., Mar 2020, In: Cortex. 124, p. 111-118
Research output: Contribution to journal › Article › peer-review - PublishedSyntactic co-activation in natural reading
Vaughan-Evans, A., Liversedge, S., Fitzsimmons, G. & Jones, M., 25 Nov 2020, In: Visual Cognition. 28, 10, p. 541-556
Research output: Contribution to journal › Article › peer-review
2019
- PublishedBilinguals apply language-specific grain sizes during sentence reading
Egan, C., Oppenheim, G., Saville, C., Moll, K. & Jones, M., Dec 2019, In: Cognition. 193, 11 p., 104018.
Research output: Contribution to journal › Article › peer-review - PublishedLanguage and transient emotional states affect implicit cultural bias: Bilinguals in the mood for culture
Ellis, C., Hadden, L. & Jones, M. W., May 2019, In: Quarterly Journal of Experimental Psychology. 72, 5, p. 1242–1249
Research output: Contribution to journal › Article › peer-review
2018
- PublishedAbstract images and words can convey the same meaning
Kuipers, J. R., Jones, M. W. & Thierry, G., 8 May 2018, In: Scientific Reports. 8, 7190.
Research output: Contribution to journal › Article › peer-review - PublishedEpisodic traces and statistical regularities: Paired associate learning in typical and dyslexic readers
Jones, M., Kuipers, J. R., Nugent, S., Miley, A. & Oppenheim, G., Aug 2018, In: Cognition. 177, p. 214-225
Research output: Contribution to journal › Article › peer-review - PublishedLanguages flex cultural thinking
Ellis, C., Thierry, G., Vaughan-Evans, A. & Jones, M., Mar 2018, In: Bilingualism: Language and Cognition. 21, 2, p. 219-227 9 p.
Research output: Contribution to journal › Article › peer-review - PublishedLexical reading in dysfluent readers of German
Gangl, M., Moll, K., Jones, M. W., Banfi, C., Schulte-Körne, G. & Landerl, K., Jan 2018, In: Scientific Studies of Reading. 22, 1, p. 24-40
Research output: Contribution to journal › Article › peer-review - PublishedTimeline blurring in fluent Chinese-English bilinguals
Li, Y., Jones, M. & Thierry, G., 15 Dec 2018, In: Brain Research. 1701, p. 93-102
Research output: Contribution to journal › Article › peer-review
2016
- PublishedERPs reveal the time-course of aberrant visual-phonological binding in developmental dyslexia
Jones, M. W., Kuipers, J. R. & Thierry, G. L., 1 Mar 2016, In: Frontiers in Human Neuroscience.
Research output: Contribution to journal › Article › peer-review - PublishedImplicit detection of poetic harmony by the naïve brain
Vaughan-Evans, A., Trefor, R., Jones, L., Lynch, P., Jones, M. & Thierry, G., 25 Nov 2016, In: Frontiers in Psychology. 7, 1859.
Research output: Contribution to journal › Article › peer-review - PublishedWhat automaticity deficit? Activation of lexical information by readers with dyslexia in a RAN Stroop-switch task
Jones, M. W., Snowling, M. & Moll, K., Mar 2016, In: Journal of Experimental Psychology: Learning, Memory and Cognition. 42, 3, p. 465-474
Research output: Contribution to journal › Article › peer-review
2015
- PublishedLanguage and Culture modulate online Semantic Processing
Ellis, C. A., Kuipers, J. R., Thierry, G., Lovett, V., Turnbull, O. H. & Jones, M. W., Oct 2015, In: Social Cognitive and Affective Neuroscience. 10, 10, p. 1392-1396
Research output: Contribution to journal › Article › peer-review
2014
- PublishedAnomalous Transfer of Syntax between Languages
Vaughan-Evans, A. H., Kuipers, J. R., Thierry, G. & Jones, M. W., 11 Jun 2014, In: Journal of Neuroscience. 34, 24, p. 8333-8335
Research output: Contribution to journal › Article › peer-review - PublishedIt’s not what you see: it’s the language you say it in
Hatzidaki, A., Jones, M. W., Santesteban, M. & Branigan, H. P., 1 Dec 2014, In: Language and Cognitive Processes. 29, 10, p. 1233-1239
Research output: Contribution to journal › Article › peer-review - PublishedSeiliau seicolegol darllen yn rhugl / Psychological foundations of reading fluency (Welsh medium)
Jones, M. W., 1 Sept 2014, In: Gwerddon. 18, p. 41-54
Research output: Contribution to journal › Article › peer-review - PublishedSyntax transfer effects: A tool for studying second language learning? Author Reply to "Neurodevelopmental constraints of syntax rule transfer effects as landmarks for sensitive periods of language acquisition"
Jones, M. W., Kuipers, J., Vaughan-Evans, A. & Thierry, G., 1 Oct 2014, In: Journal of Neuroscience. 34, 40; Supplement
Research output: Contribution to journal › Article › peer-review
2013
- PublishedCross-modal binding in developmental dyslexia
Jones, M. W., Branigan, H. P., Parra, M. & Logie, R. H., 1 Nov 2013, In: Journal of Experimental Psychology: Learning, Memory and Cognition. 39, 6, p. 1807-1822
Research output: Contribution to journal › Article › peer-review - PublishedDyslexia and Fluency: Parafoveal and Foveal Influences on Rapid Automatized Naming.
Jones, M. W., Ashby, J. & Branigan, H. P., 1 Apr 2013, In: Journal of Experimental Psychology: Human Perception and Performance. 39, 2, p. 554-557
Research output: Contribution to journal › Article › peer-review - PublishedNaming fluency in dyslexic and nondyslexic readers: Differential effects of visual crowding in foveal, parafoveal, and peripheral vision
Moll, K. & Jones, M. W., 25 Oct 2013, In: Quarterly Journal of Experimental Psychology. 66, 11, p. 2085–2091
Research output: Contribution to journal › Article › peer-review
2010
- PublishedIs the 'naming' deficit in dyslexia a misnomer?
Jones, M. W., Branigan, H. P., Hatzidaki, A. & Obregon, M., 1 Jul 2010, In: Cognition. 116, 1, p. 56-70
Research output: Contribution to journal › Article › peer-review - PublishedNegotiating informed consent with children in school-based research: a critical review.
Gallagher, M., Haywood, S. L., Jones, M. W. & Milne, S., 1 Nov 2010, In: Children and Society. 24, 6, p. 471-482
Research output: Contribution to journal › Article › peer-review
2009
- PublishedDyslexic and nondyslexic reading fluency: rapid automatized naming and the importance of continuous lists.
Jones, M. W., Branigan, H. P. & Kelly, M. L., 1 Jun 2009, In: Psychonomic Bulletin and Review. 16, 3, p. 567-572
Research output: Contribution to journal › Article › peer-review - PublishedGood enough language processing: a satisfying approach.
Ferreira, F., Engelhardt, P. E., Jones, M. W., Taatgen, N. (Editor), Rijn, H. (Editor), Nerbonne, J. (Editor) & Schomaker, L. (Editor), 1 Jan 2009.
Research output: Contribution to conference › Paper
2008
- PublishedElucidating the component processes involved in dyslexic and non-dyslexic reading fluency: an eye-tracking study.
Jones, M. W., Obregon, M., Kelly, M. L. & Branigan, H. P., 1 Dec 2008, In: Cognition. 109, 3, p. 389-407
Research output: Contribution to journal › Article › peer-review - PublishedVisual deficits in developmental dyslexia: relationships between non-linguistic visual tasks and their contribution to components of reading.
Jones, M. W., Branigan, H. P. & Kelly, M. L., 1 May 2008, In: Dyslexia. 14, 2, p. 95-115
Research output: Contribution to journal › Article › peer-review
2007
- PublishedAdult dyslexic readers do not demonstrate regularity effects in sentence processing: evidence from eye-movements.
Jones, M. W., Kelly, M. L. & Corley, M., 1 Dec 2007, In: Reading and Writing. 20, 9, p. 933-943
Research output: Contribution to journal › Article › peer-review
2004
- PublishedA blue cat or a cat that is is blue? Evidence for abstract syntax in young children's noun phrases.
Branigan, H. P., McLean, J. F. & Jones, M. W., 1 Jan 2004.
Research output: Contribution to conference › Paper - PublishedDyslexics' eye fixations may accommodate to hemispheric desynchronization.
Kelly, M. L., Jones, M. W., McDonald, S. A. & Shillcock, R. C., 3 Dec 2004, In: Neuroreport. 15, 17, p. 2629-2632
Research output: Contribution to journal › Article › peer-review
Activities
2023
- Bangor University Community Day - Psychology stall
Bangor University Community Day was an event that welcomed the local community to explore the University and learn about its significant contributions to the social, economic, environmental, and cultural life of North Wales and beyond. The event showcased a range of activities. Our department of Psychology participated with a stall, offering various engaging activities for attendees, highlighting some of the department's work.
14 Oct 2023
Activity: Types of Public engagement and outreach - Festival/Exhibition (Contributor) - Citation in Curriculum for Wales Annual Report 2023
The Research on the Instruction of Literacy with Language was directly cited in the 2023 Curriculum for Wales annual report on page 32, as a tool supporting cross-curricular skills: "the Research on the Instruction of Literacy with Language project is focusing on a bespoke Welsh-language programme which builds Welsh vocabulary and literacy skills"
28 Jun 2023
Activity: Other (Contributor)
2022
- BU-IIA Funded Project: Accelerating the impact of the Remote Instruction of Language and Literacy (RILL) programme via “the RILL community hub”: A Welsh-focused UK hub to co-ordinate and strengthen RILL implementation in Wales and England.
Our mission is to ensure that children can continue to receive the best possible literacy tuition during school closures, and to rapidly regain and improve literacy skills now that schools have reopened. RILL has already received significant funding from the ESRC and Welsh Government, and RILL is being used in 55 North Wales schools. We are now on the cusp of two large scale randomised control trial evaluations (Sept 2022 – April 2024) funded by the Welsh Government (RILL-Cymraeg; Welsh medium) and the Nuffield Foundation (RILL-English; English medium). The next step (from 2024 onwards) is to scale it up into a national resource for use in all primary schools, across the UK, with help from the Education Endowment Fund (EEF).
Funding awarded through the Bangor University Innovation and Impact Award (Research Wales Innovation Funding). Value = £44,379
4 May 2022 – 30 Apr 2023
Activity: Other (Contributor) - BU-IIA Funded Project: Towards a comprehensive BU service for neurocognitive developmental disorders: Developing a screener for social-behavioural difficulties as a route to autism spectrum disorder (ASD) assessment
We seek to (1) develop a bilingual screening tool to quickly and accurately identify children with complex needs who are referred to the Miles Dyslexia Centre, allowing them to be immediately referred to an appropriate practitioner for a full assessment; (2) scope the current situation and measure waiting times for local children with social difficulties with a level of precision, taking a look at the impact of the pandemic on both waiting times and how assessments are carried out (e.g., remote assessment, bilingual assessment); (3) build and coordinate a group of researchers, educational practitioners, and clinical practitioners with the aim of moving towards an integrated assessment and care system for children with learning difficulties and ASD. Including clinical practitioners is essential, since a complete assessment would need to be a team effort between community, educational, and clinical (NHS) services. Our longer-term aim is to establish a BU Neurodevelopmental Centre that would not only push forward cutting edge translational neurodevelopmental research, but would also service the needs of children locally and nationally (via remote assessment and intervention) and which we hope will serve as a blueprint for excellence in provision within both “remote” rural areas and bilingual contexts.
Funding awarded through the Bangor University Innovation and Impact Award (Research Wales Innovation Funding). Value = £46,582
4 May 2022 – 30 Apr 2023
Activity: Other (Contributor)
2021
- Audiovisual learning differences in typical and dyslexic readers
20 May 2021
Links:
Activity: Oral presentation (Invited speaker)
2017
- Scientific Studies of Reading (Journal)
Gangl, M., Moll, K., Jones, M. W., Banfi, C., Schulte-Körne, G., & Landerl, K. (2017). Lexical reading in dysfluent readers of German. Scientific Studies of Reading, 1-17.
22 May 2017
Activity: Publication peer-review (Editorial board member)
2010
- ESRC Peer Review College
Grant reviewer
1 Sep 2010 – 1 Sep 2030
Activity: Types of External academic engagement - Membership of peer review panel or committee (Member)
Projects
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Welsh gov - full development and scale up of RILL
01/09/2024 – 15/08/2025 (Active)
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01/08/2022 – 30/03/2025 (Active)
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01/05/2021 – 15/01/2025 (Active)
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18/05/2020 – 01/08/2022 (Finished)
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01/09/2018 – 31/05/2020 (Finished)