Previous
Guest on the Conceptually Speaking education podcast discussing analogical reasoning, conceptual change, and transfer. Podcast here.
Analogies in the construction of scientific knowledge. Brunel Education Department, Brunel University. Slides here.
Facts and Myths about ADHD. Faculty of Education, University of Malta and Centre for Educational Neuroscience, University of London. Recording here.
The role of analogy in building knowledge: Transfer, categories, and classroom practice. Centre for Educational Neuroscience, Birkbeck, University of London. Recording here.
Thinking critically about cognitive science in education. Teach First. Slides here.
2021
Learning by analogy in the mind and in the classroom. researchED National Conference 2021. London. More info here.
2020
Using Developmental Trajectories to Understand Change in Children’s Analogical Reasoning Ability. Analogical Minds online seminar.
Analogies in the mind and in the classroom: Translating cognitive science into science education practice. Centre for Educational Neuroscience, Birkbeck, University of London. More info here.
Analogies in the mind and in the classroom: Translating cognitive psychology research into science education practice. Child Development and Learning Centre, Department of Education. University of Oxford. Oxford.
2019
Learning about the Earth from a scotch egg: How children learn with analogies and how to teach with them effectively. International Primary Science Education Conference. Edinburgh. Slides
Slocombe, M., Thomas, M. S. C., & Tolmie, A. How does the strength of children’s concepts affect their reasoning decisions? 19th European Conference on Developmental Psychology. Athens.
Slocombe, M., Thomas, M. S. C., & Tolmie, A. The balance between conceptual strength and semantic inhibition in children’s analogical reasoning. Experimental Psychology Society Meeting. Bournemouth. Poster
The balance between conceptual and inhibitory systems in children’s analogical reasoning. The Seed Lab. University of St Andrews. St Andrews. Abstract
2018
Cognitive workshops made from conceptual tools. DNL Christmas seminar on tool use and cognition. Developmental Neurocognition Lab, Birkbeck College, University of London, London.
Slocombe, M., Thomas, M. S. C., & Tolmie, A. The role of words in a developing grounded conceptual system. 11th Embodied & Situated Language Processing Conference, Lancaster. Abstract
Slocombe, M., Thomas, M. S. C., & Tolmie, A. The role of conceptual development in children’s analogical reasoning. British Psychological Society Developmental Psychology Annual Conference, Liverpool. Poster
Slocombe, M., Thomas, M. S. C., & Tolmie, A. Towards a grounded cognition account of conceptual development. British Psychological Society Developmental Psychology Annual Conference, Liverpool. Abstract
Conceptual strength as a developmental constraint in children’s analogical reasoning. Centre for Cognitive Science, New Bulgarian University, Sofia.
Knowing versus seeing: Misconceptions in children’s analogical reasoning. Centre for Educational Neuroscience, Birkbeck College, University of London, London.
Grounding development: Constructing a conceptual system from sensorimotor representations. Cognition, Genes and Developmental Variability Lab, University College London, London.
2017
Slocombe, M., Thomas, M. S. C., & Tolmie, A. How do the salience and strength of existing relational representations impact analogical reasoning ability in children? 4th International Conference on Analogical Reasoning, Paris. Abstract Poster
Relational structure, analogy and categorisation. Developmental Neurocognition Lab, Birkbeck College, University of London, London.
Matthew Slocombe 