Senior Lecturer in Psychology at Southampton Solent University (SSU), UK.
Leader of the Cognition Research Cluster, SSU
Fellow Faculty of Media, Art and Society, Southampton Solent University
My main research interests are in the application of theories from cognitive psychology to performance, memory and learning, understanding the binding problem, and enhancing well-being. Currently, I am Principal Investigator on MICaPASE, an 18-month project funded by the EPSRC which is investigating decision making processes in senior personnel, and co-investigator on another project funded by Southampton Solent University investigating the effects of healthy eating and exercise on working memory and well-being. I am also interested in the interplay between psychology and art in its broadest definition and am currently co-organiser of a symposium, 'What is Beauty?' to be held at Southampton Solent on 23rd April 2012.
2011-2013
Metacognitive Instruction, Confidence and Prediction Accuracy in Software Engineers (MICaPASE).
Funded by EPSRC Grant EP/I037881/1 in collaboration with Prof Martin Shepperd, Brunel University, UK and Prof Magne Jorgensen, Simula Labs, Norway.
Summary: Effective prediction, for example of project cost, is an essential aspect of software engineering. Although considerable research has been devoted to this topic, the role of human experts has been under-emphasised. Our aim, in this small study, is to investigate the impact of enhanced metacognitive awareness on prediction and confidence (uncertainty assessment) to improve the prediction practices of software professionals. This will be accomplished by developing metacognitive awareness during a series of experiments with software professionals as participants. The major outcomes will be a better understanding of (i) the factors that influence prediction and uncertainty assessment skills and (ii) how industry practice can be enhanced. The findings will impact the software industry, its clients and other sectors where accurate predictions are required in uncertain environments.
2011-2012
The effect of intensity of recommendations on adherence to a healthy diet and exercise, and subsequent effects on memory and well-being.
Funded by SSU
This project is in collaboration with Dr Imogen Tijou, SSU, UK.
As our understanding of the causes of health and ill-health has improved, behaviour has been acknowledged as having a critical role. Researchers suggest that health behaviour in student years in particularly important because poor exercise and diet behaviour during student years can predispose to the development health problems later in life. The World Health Organisation (2011) recommends that adults eat 400g (around 5 portions) of fruit and vegetables (F&V) each day to have a positive effect on health. In addition, 30 minutes of moderate exercise daily is recommended for physical and psychological health (WHO, 2011). Socio-economic status has also been shown to predict poorer health outcomes, therefore investigating the level of engagement in health behaviours in the Solent student population may be particularly important because our student come from diverse socio-economic backgrounds. The quality of children's food intake is directly related to academic performance. Creating an environment that promoted healthy eating among students and staff has been found not only improved student health, but also increased the capacity to learn, reduced absenteeism and improved physical and mental fitness. Furthermore, an emerging body of multidisciplinary literature has documented the beneficial influence of physical activity on brain function. Hillman, Erikson and Kramer (2008) argue that exercise might not only be instrumental in improving physical health, but might also improve academic performance. Interestingly, recent research indicates that the beneficial effects on cognition of exercise can be enhanced by concurrent consumption of natural products. Thus, optimal maintenance of brain health might depend on exercise and intake of natural products.
PREVIOUS RESEARCH2010-2011
Metacognitive Instruction, Confidence and Prediction
Funded by SSU
Evidence suggests interactive relationships exist among metacognitive awareness through explicit training, confidence and academic performance. However, boosting confidence per se may not be desirable, as both over and under confidence have been shown to lead to unrealistic predictions. Hence, the novelty of this project lies in the investigation of the role of metacognition in determining the level of confidence and the relationship of this to prediction accuracy. Hence we aim to investigate the interaction among metacognition, confidence and prediction in order to determine (i) the optimal level for accurate prediction and (ii) how it is achieved. In doing so, we anticipate improved academic performance. This project is related to MICaPASE above.
Understanding the Cognitive Benefits of a Sculpture Garden for Patients with Alzheimer's Disease and their Families: a feasibility study
Funded by SSU
Alzheimer's disease (AD) is placing increasing demands on the world economy. Research that can lead to alleviating symptoms and increasing quality of life for patients, their families and carers is timely and important. In addition to pharnceutical interventions, programmes using non-pharmaceutal approaches show promise. To implement such a non-pharmceutical intervention, the Centre Hospitalier Universitaire (CHU), Nancy, France, has developed a therapeutic garden dedicated to people suffering from AD and their relatives. Understandably, given the unique nature of this garden, it is the focus of much attention. This feasibility study considered how best to understand the impact on cognitive performance of the interaction with the sculptures in the therapeutic garden at of the patients, their family and caregivers. The outcomes of this feasibility study will serve as the basis for collaborative proposals between the research team at CHU and SSU (Carolyn Mair, psychologist, and Jon Buck, sculptor).
SOCRAD: Sharing Online Critical Reflection and Discussion in collaboration with Dr Jacqui Taylor, Bournemouth University.
Funded by The HEA Psychology Network
This project is in collaboration with Dr Jacqui Taylor, Bournemouth University, UK.
Higher Education aims to develop students' ability to become 'critical reflective thinkers'. This typically private matter ignores the known benefits of collaboration. Thus, little is known about the learning value of collaborative reflection. This project shares and extends distinct innovative reflective techniques at two universities. At SSU, reflective practice is focused on learning, structured in an adaptable spreadsheet via the VLE. At BU, the VLE Discussion Board facilitates asynchronous online discussions during which students are encouraged to reflect. Hence the proposed project will enable users to learn from others' as well as their own reflections. This is a novel approach in that (i) reflective practice is situated in learning communities, and (ii) most cross-University projects do not involve interactions between students themselves.
2009-2010
ReaLiSE: Reflection and learning: Sharing Experience Curriculum Felowship funded by SSU
ReaLiSE was the 2nd stage of a system developed previously to actively promote the use of reflections for learning and enhancing metacogntion. For example, the spreadsheet makes recording reflections simpler by means of prompts (cell headings). Simplifying the process encourages users to use reflective practice as it is less time consuming, more contained, and accessible than recording reflections in a journal. In addition, the recording process is more systematic as reflections on a particular 'topic' (e.g. essay writing) can be sorted alongside similar 'entries'. This allows users to monitor their progress and eliminates the problems associated with human memory. The system, an MS Office Excel spreadsheet available via myCourse, allows individual reflections to be structured such that recording, storage and retrieval of reflections are facilitated. Furthermore, once reflections are recorded, users can retrieve their previous reflections, and see their own development and acquire a deeper understanding of the learning process.
2008-2009
CogCBR: A Cognitive Perspective on Analogy-based Project Estimation in collaboration with Professor Martin Shepperd, Brunel University and EDS, UK (now HP, UK). Funded by EPSRC
Analogical or case-based reasoning (CBR) is a knowledge management technology based upon problem-solving using episodic memory and retrieval by similarity. It has been used for many problems including support for software project management in areas such as prediction and lessons learned. Results from using CBR are varied, but it is unclear why this should be. Consequently we cannot predict a priori when CBR will aid problem solving. Hence, the aim of this project is to empirically investigate the cognitive processes of professionals using CBR tools for problem-solving (presently almost completely unexplored) in order to develop more effective CBR support for software engineering problems. Working with EDS, UK to generate realistic problems drawn from the area of project effort prediction, we are conducting empirical studies with professional participants using our existing CBR shell, archANGEL. We are using multiple techniques including interviews and think-aloud protocols based on a Grounded Theory approach. This project will lead to (i) improved understanding and therefore utilization of analogy-based project management tools (CBR) and (ii) recommendations for more effective future CBR tools. This research is important because CBR is an increasingly used technology, yet not always effectively deployed, because we have little understanding of how professionals solve problems using analogy-based tools. For more information on the project and publications please click here.
Using meta-reflection to enhance performance
The Curriculum Fellowship project was discussed at the HEA Health Sciences andPractice, Reflective Practice: SIG, 'Linking teaching and research through reflexive methodologies' at Kings College, London on 9th February, 2009.
2002-2006
Meta-Level Learning for Software Project Prediction (MeLLow) in collaboration with Professor Martin Shepperd, Brunel University. Funded by EPSRC. Please click here, MeLLowfor a summary of the project.
Cognition Research Cluster
Since its inception in Novemeber 2009, I have led the Cognition Research Cluster at SSU. The Cluster is an initiative that brings together researchers from across the University and beyond. Cluster members are concerned with the impact and application of psychology to their work. They embrace a number of diverse research methods ranging from collaborative empirically-based studies to qualitative case studies.
The Cluster's aims are (i) to create, support and deliver individual and collaborative scholarship and innovative research in areas including Technology, Design, Sport, Engineering, Maritime Industry and of course, Psychology; (ii) to attract internal and external research funding and (iii) to participate in the REF (2013).
Shepperd, M., Song Q., Sun, Z. & Mair, C. (under review 2012) Data Quality: Some Comments on the NASA Software Defect Data Sets, IEEE Transactions on Software Engineering.
Mair, C. (2012a) Helping students in HE succeed through using reflective practice to enhance metacognition and create more realistic predictions, HEA STEM Annual Conference, London, 12 April, 2012.
Mair, C. (2012b) The effects of online metacognitive instruction on managing student expectations, submitted to 6th International Technology, Education and Development Conference, Valencia (Spain) 5-7 March, 2012.
Taylor, J. & Mair, C. (2012) Shared Reflection and Online Discussion Between Psychology Students to Develop Reflective Practice and Enhance Metacognitive Awareness, BPS Annual Conference, London, 18-20 April 2012.
Mair, C., Martincova, M. & Shepperd, M. (2012) An empirical study of software project managers using a case-based reasoned, 45th Hawaii International Conference on System Sciences (HICSS), January 2012.
Tijou, I. & Mair, C. (2012) The effect of intensity of recommendations on adherence to a healthy diet & exercise and subsequent effects on working memory and well-being, BPS Annual Conference, London, 18-20 April 2012.
Mair, C. (2011a) How Technology Can Facilitate Students' Reflective Practice, Dialogue, 1,1.
Mair, C. (2011b) Understanding the Cognitive Benefits of a Sculpture Garden for Patients with Alzheimer's Disease and their Families: a Feasibility Study, Alzheimer's Association International Conference on Alzheimer's Disease 2011 (ICAD), Paris, July 2011.
Mair, C. (2011c) Using technology for enhancing reflective writing, metacognition and learning, Journal of Further and Higher Education DOI:10.1080/0309877X.2011.590583.
Mair, C. & Shepperd, M. (2011) Human judgement and software metrics: vision for the future, 2nd International Workshop on Emerging Trends in Software Metrics (WeTSOM 2011), Hawaii, USA, May 2011.
Mair, C. & Taylor, J. (2011) Critical reflection and discussion facilitated by a virtual learning environment across two universities, International Technology, Education and Development Conference (INTED, 2011), Valencia, Spain, 7-9 March, 2011.
Taylor, J. & Mair, C. (2011a) An evaluation of the effectiveness of shared online reflection and discussion between psychology students to develop reflection skills, 2nd Vancouver International Conference on the Teaching of Psychology, Vancouver, BC, Canada, July 2011.
Taylor, J. & Mair, C. (2011b) A qualitative analysis of critical reflection and discussion between students at two universities using a virtual learning environment, 3rd eLearning 2.0 conference, Lancaster, UK, July 2011.
Mair, C. (2010) Structured Reflection Facilitates Metacognitive Awareness and Learning. In: Improving University Teaching (IUT) 35th International Conference, Washington DC, July 2010.
Konczak, J., Coulter-Smith, G., Power, L., Mair, C. & Buckley, M. (2010) Cultural dissonance, j9, http://www.j9interactivevideo.com/j9.pdf
Mair, C. (2009a) Using meta-reflection to enhance performance. In: Improving University Teaching (IUT) 34th International Conference, Vancouver, Canada, July, 2009.
Mair, C. (2009b) Using meta-reflection to enhance performance. In: Linking teaching and research through reflexive methodologies: Reflective Practice: SIG HEA, Health Sciences and Practice Subject Centre, King's College, London, February, 2009. Published online at http://www.health.heacademy.ac.uk/news-events/eventsbox/2009/reflectivefeb09
Mair, C. & Shepperd, M. (2009) Human vs. algorithm. In: 1st International Symposium on Search Based Software Engineering, IEEE Computer Press, Windsor, UK, May 2009.
Shepperd, M., Mair, C., Martincova, M. & Stephens, M. (2009) Personality and analogy-based project estimation. In: 6th Software Measurement European Forum (SMEF'09), Rome, Italy, May 2009.
Shepperd, M., Mair, C. & Martincova, M. (2009) A literature review of expert problem solving using analogy. In: 13th International Conference on Evaluation & Assessment in Software Engineering (EASE 2009), Durham, April 2009.
Mair, C. & Shepperd, M. (2008) A cognitive perspective on analogy-based project estimation. In: 25th Anniversary Annual British Psychological Society Cognitive Section Conference, Southampton, UK, September 2008.
Mair, C., Shepperd, M. & Stephens, M. (2008) How cognitive psychology can help analogy-based project estimation. In: 19th Annual UK Software Metrics Association (UKSMA) Conference, London, October 2008.
Taylor, J. & Mair, C. (2008) Qualitative methods for classifying and detecting online identity deception. In: CHI '08 the balance between art and science, Florence, Italy, May 2008.
Song, Q. Shepperd, M. & Mair, C. (2006) Software defect association mining and defect correction effort prediction. IEEE Transactions on Software Engineering, 32 (2), pp. 69-82.
Mair, C., Shepperd, M. & Jorgensen, M. (2006) An analysis of data sets used to train and validate cost prediction systems. ACM SIGSOFT Software Engineering Notes,30 (4), pp. 1-6.
Mair, C. & Shepperd, M. (2006) Looking at comparisons of regression and analogy-based software project cost prediction. In: International Conference on Software Engineering Research and Practice (SERP'06), Las Vegas, June 2006.
Mair, C., Shepperd, M. & Forselius, P. (2006) An empirical analysis of software productivity. In: 3rd Software Measurement European Forum (SMEF'06), Rome, May 2006.
Mair, C. & Shepperd, M. (2005) The consistency of empirical comparisons of regression and analogy-based software project cost prediction. In: The 4th International Symposium on Empirical Software Engineering (ISESE), Noosa Heads, Australia, December 2005.
Song, Q., Shepperd, M. & Mair, C. (2005) Using grey relational analysis to predict software effort with small data sets. In: 11th IEEE International Software Metrics Symposium (Metrics'05), Como, Italy, September 2005.
Mair, C., Shepperd, M. & Jorgensen, M. (2005) An analysis of data sets used to train and validate cost prediction systems. In: PROMISE 2005, St Louis, MI, USA, July 2005.
Mair, C. & Shepperd, M. (2004) Making software cost data available for meta-analysis. In: 8th International Conference on Empirical Assessment in Software Engineering (EASE'04), Edinburgh, Scotland, UK, May 2004.
Mair, C., Shepperd, M., Kirsopp, C., Premraj, R. & Heathcote, D. (2004) Understanding object feature binding through experimentation as a precursor to modelling. In: 8th Neural Computation and Psychology Workshop, Connectionist Models of Cognition and Perception II. H. Bowman & C. Labiouise (Eds) Progress in Neural Processing 15. World Scientific, 295-305.
Premraj, R., Twala, B. & Mair, C. (2004) Productivity of software projects by business sector: an empirical analysis of trends. In: 10th International Software Metrics Symposium, Chicago, USA, September 2004.
Mair, C. (2003) Towards a further understanding of object feature binding. In: 7th International Conference on Cognitive and Neural Systems (ICCNS), Boston, USA, May 2003.
Mair, C., Kadoda, G., Lefley, M., Phalp, K., Schofield, C., Shepperd, M. & Webster, S. (2000) An investigation of machine learning based prediction systems, Journal of Systems and Software, 53, 1, pp.23-29.
Mair, C. & Shepperd, M. (1999) An investigation of rule induction based prediction systems. In: 21st International Conference on Software Engineering (ICSE), Los Angeles, USA, May 1999.
Bennett, K., Burd, E., Kemerer, C., Lehman, M., Lee, M., Madachy, R., Mair, C., Sjoberg, D. & Slaughter, S. (1999) Empirical studies of evolving systems. Empirical Software Engineering: an International Journal, 4, 4, pp.370-380.
Contact:carolyn.mair@solent.ac.uk
Last updated: 24 February 2012