Cutting, Nicola

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Name:

Cutting, Nicola

Email:

n.cutting@yorksj.ac.uk

Department:

School of Psychological & Social Sciences

Biography

Job title:

Lecturer

Biography:

Nicola’s primary research interests are in Developmental Psychology. Nicola joined York St. John University as a Lecturer in Psychology in 2016. Prior to joining York St. John Nicola completed her PhD at the University of Birmingham in 2012. Supervised by Dr Sarah Beck and Professor Ian Apperly, Nicola’s PhD investigated children’s tool innovation and problem solving. Following her PhD Nicola was a named Research Fellow on the ESRC funded grant ‘(Re)Inventing the wheel: the development of tool innovation’

Qualifications:

PhD in Psychology, University of Birmingham, 2012 BSc (hons) Psychology, University of Sheffield, 2008

My Latest

Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 (2025) Increasing academic tutoring engagement through mandatory attendance and assessment. In: Garnham, Wendy and Beckingham, Sue, (eds.) Creative Approaches to Personal Tutoring and Academic Advising. Routledge
Fayter, Debra, Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566, Mirkovic, Jelena and Lee, Ruth ORCID: https://orcid.org/0000-0001-8854-1968 (2024) The relationship between metalinguistic awareness and advanced theory of mind in bilingual and monolingual children. In: Child Language Symposium, 9-11 July 2024, Newcastle, UK. (Unpublished)
Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 (2024) Why do children lack flexibility when making tools? The role of social learning in innovation. In: Charbonneau, Mathieu, (ed.) The Evolution of Techniques: Rigidity and Flexibility in Use, Transmission, and Innovation (Vienna Series in Theoretical Biology). MIT Press, pp. 195-213
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, O'Halloran, Isabelle and Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 (2020) Individual differences in narrative production in late childhood: Associations with age and fiction reading experience. First Language.
Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566, Beck, Sarah, Apperly, Ian and Chappell, Jackie (2019) Is tool modification more difficult than innovation? Cognitive Development, 52.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 (2018) Fiction reading experience predicts narrative production skills in 9- to 12-year-old children. In: British Psychological Society Developmental Section conference 2017, 13-15 September 2017, Stratford-upon-Avon.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 (2018) Fiction reading experience predicts narrative production skills in 9- to 12-year-old children. In: Child Language Symposium, 25th - 26th June, 2018, Reading, UK.
Whalley, Clare L., Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 and Beck, Sarah R. (2017) The effect of prior experience on children’s tool innovation. Journal of Experimental Child Psychology, 161. pp. 81-94.
Beck, Sarah R., Apperly, Ian A., Chappell, Jackie, Guthrie, Carlie and Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566 (2011) Making tools isn’t child’s play. Cognition, 119 (2). pp. 301-306.
Cutting, Nicola ORCID: https://orcid.org/0000-0002-3155-9566, Apperly, Ian A. and Beck, Sarah R. (2011) Why do children lack the flexibility to innovate tools? Journal of Experimental Child Psychology, 109 (4). pp. 497-511.

My Most Viewed

#	Item title
1	Why do children lack the flexibility to innovate tools?	260	573
2	The puzzling difficulty of tool innovation: Why can’t children piece their knowledge together?	236	60
3	Making tools isn’t child’s play	234
4	Minding the gap: a comparative approach to studying the development of innovation	211
5	The development of tool manufacture in humans: what helps young children make innovative tools?	208
6	Is tool modification more difficult than innovation?	198	80
7	Tool innovation may be a critical limiting step for the establishment of a rich tool-using culture: A perspective from child development	195
8	Individual differences in children's innovative problem-solving are not predicted by divergent thinking or executive functions	193	69
9	Is tool-making knowledge robust over time and across problems?	182	89
10	The effect of prior experience on children’s tool innovation	178	101