Dr Lorna Morrow

Lecturer (Psychology & Neuroscience Education Hub)

telephone: 01413307661
email: Lorna.Morrow@glasgow.ac.uk

School of Psychology, Room 424 Level 4, 58 Hillhead Street, Glasgow G12 8QB

Wednesdays 2-3 pm during term-time

Research interests

Obtained first degree and PhD in Psychology at the University of Glasgow. Current research and teaching interests include well-being/psychological distress, various aspects of cognitive psychology (especially memory) and how these are affected by emotional state . Also interested in various factors affecting student performance, such as the influence of statistics anxiety, imposter syndrome, etc. and appropriate interventions.

Publications

List by: Type | Date

Jump to: 2023 | 2022 | 2019 | 2018 | 2016 | 2015 | 2014 | 2010 | 2009 | 2008 | 2006 | 2005 | 2004 | 2003

Number of items: 23.

2023

Swingler, M., Morrow, L. and Nicol, D. (2023) Generating Internal Feedback from Peer and Self Review. ESPLAT 2023, Umea, Sweden, 14-16 June 2023. p. 25.

2022

Swingler, M., Nicol, D. and Morrow, L. (2022) Generating internal feedback from self and peer review – A summary. TILE Network Seminar, University of Glasgow (online), 26 January 2022.

2019

Barrett, U., Horlin, C. , Swingler, M. and Morrow, L. (2019) A Practical Introduction to Blended Learning. 12th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 2-3 Apr 2019.

Swingler, M., Morrow, L. and Nicol, D. (2019) Generating Feedback from Self and Peer Review: Developing Evaluative Judgement. 12th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 2-3 Apr 2019.

2018

Swingler, M., Nicol, D. and Morrow, L. (2018) “It allowed me to question my own writing”: Generating Feedback from Self and Peer Review. BPS DART-P Conference, Birmingham, UK, 06-07 Jun 2018.

2016

Swingler, M., Friel, N. and Morrow, L. (2016) It Broke the Work Down and Made it Less Stressful: Remote Project Supervision. In: 13th Enhancement Themes Conference, Edinburgh, UK, 09 Jun 2016,

2015

Swingler, M., McAleer, P. , Morrow, L. and Friel, N. (2015) 'I feel like I am wasting my time . . .': Addressing Statistics Anxiety in Students Required to Learn Statistics as Part of Another Course. IMA International Conference on Barriers and Enablers to Learning Maths: Enhancing Learning and Teaching for All Learners, Glasgow, Scotland, 10-12 Jun 2015. (Unpublished)

2014

Morrow, L. and Swingler, M. (2014) 'My Anxiety Levels Rise Just Flicking the Pages' - Statistics Anxiety when Learning Statistics as Part of Another Course. In: 7th Annual University of Glasgow Annual Teaching Conference, Glasgow, Scotland, 10 Apr 2014, p. 17.

Swingler, M. V. and Morrow, L. I. (2014) Statistics Anxiety and Self-Efficacy in Psychology Students: A Challenge for Teaching and Learning in STEM. In: HEA STEM Annual Learning and Teaching Conference 2014: Enhancing the STEM Student Journey, Edinburgh, Scotland, 30 Apr - 1 May 2014,

2010

MacKenzie, J. et al. (2010) From anxiety to empowerment: a learning community of university teachers. Teaching in Higher Education, 15(3), pp. 273-284. (doi: 10.1080/13562511003740825)

2009

Morrow, L. I., MacKenzie, J. and McKerlie, R. (2009) Engagement With the Scholarship of Teaching and Learning (SoTL): Getting Started on a SoTL project. 2nd Annual University of Glasgow Learning and Teaching Conference: Promoting Student Success through the Curriculum, Glasgow, UK, 24 Apr 2009.

2008

Sanford, A.J., Filik, R., Emmott, C. and Morrow, L.I. (2008) "They're digging up the road again": the processing cost of institutional "they". Quarterly Journal of Experimental Psychology, 61(3), pp. 372-380. (doi: 10.1080/17470210701634552)

Pritchard, J. et al. (2008) Developing the enquiring student and enhancing the research-teaching interface: student-led pedagogical research and educational initiatives in enquiry based learning. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 3(1),

2006

Emmott, C. , Sanford, A.J. and Morrow, L.I. (2006) Capturing the attention of readers? Stylistic and psychological perspectives on the use and effect of text fragmentation in narratives. Journal of Literary Semantics, 35(1), pp. 1-30. (doi: 10.1515/JLS.2006.001)

Bell, S. et al. (2006) The scholarship of teaching and learning: a university teacher learning community’s work in progress. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 1(1), pp. 3-12.

Emmott, C., Sanford, A.J. and Morrow, L.I. (2006) Sentence fragmentation: stylistic aspects. In: Brown, E.K. and Anderson, A. (eds.) Encyclopedia of Language & Linguistics. Elsevier: Boston, USA, pp. 241-251. ISBN 9780080442990

Morrow, L.I. (2006) An application of peer feedback to undergraduates' writing of critical literature reviews. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 1(2), pp. 61-72.

2005

Morrow, L.I. and Duffy, M.F. (2005) The representation of ontological category concepts as affected by ageing: Normative data and theoretical implications. Behavior Research Methods, 37(4), pp. 608-625.

Morrow, L. and Duffy, M. (2005) The representation of ontological category concepts as affected by healthy aging: Normative data and theoretical implications. Behavior Research Methods, 37, pp. 608-625.

2004

Moxey, L.M., Sanford, A.J., Sturt, P. and Morrow, L.I. (2004) Constraints on the formation of plural reference objects: The influence of role, conjunction and type of description. Journal of Memory and Language(51), pp. 346-364.

Moxey, L., Sanford, A., Sturt, P. and Morrow, L. (2004) Constraints on the formation of plural reference objects: The influence of role, conjunction, and type of description. Journal of Memory and Language, 51, pp. 346-364. (doi: 10.1016/j.jml.2004.06.001)

Sanford, A.J., Sturt, P., Morrow, L.I., Moxey, L.M. and Emmott, C. (2004) Production and comprehension measures in assessing plural object formation. In: Carreiras, M. and Clifton, C. (eds.) The On-Line Study of Sentence Comprehension: Eyetracking, ERPs, and Beyond. Psychology Press: New York, USA, pp. 151-167. ISBN 9781841694009