Sine McDougall

Professor Sine McDougall

  • Emeritus Professor
  • Poole House P109, Talbot Campus, Fern Barrow, Poole, BH12 5BB
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Biography

My research has focused on how we understand, learn, and use icons and signs used on computer interfaces and on traffic and public information signs. This includes how we attend to, and search for, traffic signs and the use of icons as cues for decision making in complex environments.

It is now recognized that enhancing the visual appeal of an interface may be just as important as improving its ease of use. This is particularly important for websites designed for consumer retailing. My recent research has therefore explored the cognitive processing underpinning the visual appeal of interfaces with the aim of explaining how consumer appeal develops over time and how this influences decision making.

Other projects are examining the impact of complications on surgeons' lives. The aim of this research is to examine the extent and nature of this impact and, importantly, how impact is moderated by surgeons’ coping styles and the formal and informal support available to them.

My research has attracted funding from BAE Systems, Cisco Systems, the EPSRC, the Nuffield Foundation and Sure Start.

Favourites

  • McDougall, S., Edworthy, J., Sinimeri, D., Goodliffe, J., Bradley, D. and Foster, J., 2020. Searching for meaning in sound: Learning and interpreting alarm signals in visual environments. Journal of Experimental Psychology: Applied, 26 (1), 89-107.
  • Reppa, I. and McDougall, S., 2015. When the going gets tough the beautiful get going: aesthetic appeal facilitates task performance. Psychon Bull Rev, 22 (5), 1243-1254.
  • McDougall, S. and House, B., 2012. Brain training in older adults: Evidence of transfer to memory span performance and pseudo-Matthew effects. Aging, Neuropsychology & Cognition.
  • Isherwood, S., McDougall, S. and Curry, M., 2007. Icon identification in context: The changing role of icon characteristics with user experience. Human Factors, 49, 465-476.
  • McDougall, S., De Bruijn, O. and Curry, M., 2000. Exploring the Effects of Icon Characteristics on User Performance: The Role of Icon Concreteness, Complexity, and Distinctiveness. Journal of Experimental Psychology: Applied, 6, 291-306.
  • McDougall, S., Curry, M. and De Bruijn, O., 1999. Measuring Symbol and Icon Characteristics: Norms for Concreteness, Complexity, Meaningfulness, Familiarity, and Semantic Distance for 239 Symbols. Behaviour Research Methods, Instruments & Computers, 31, 487-519.
  • McDougall, S., Hulme, C., Ellis, A.W. and Monk, A., 1994. Learning to read: The role of short-term memory and phonological skills. Journal of Experimental Child Psychology, 58, 112-133.

Journal Articles

  • Greville-Harris, M., Withers, C., Wezyk, A., Thomas, K., Bolderston, H., Kane, A., McDougall, S. and Turner, K.J., 2024. Association of resilience and psychological flexibility with surgeons’ mental wellbeing. BJS Open, 8 (4).
  • McDougall, S., Reppa, I. and Taylor, J., 2023. Nudge and bias in subjective ratings? The role of icon sets in determining ratings of icon characteristics. Behavior Research Methods, 55 (7), 3513-3530.
  • Reppa, I. and McDougall, S., 2022. Aesthetic appeal influences visual search performance. Attention, Perception, and Psychophysics, 84 (8), 2483-2506.
  • Collaud, R., Reppa, I., Défayes, L., McDougall, S., Henchoz, N. and Sonderegger, A., 2022. Design standards for icons: The independent role of aesthetics, visual complexity and concreteness in icon design and icon understanding. Displays, 74.
  • Turner, K., Bolderston, H., Thomas, K., Greville-Harris, M., Withers, C. and McDougall, S., 2022. Impact of adverse events on surgeons. British Journal of Surgery, 109 (4), 308-310.
  • Reppa, I., McDougall, S., Sonderegger, A. and Schmidt, W.C., 2021. Mood moderates the effect of aesthetic appeal on performance. Cognition and Emotion, 35 (1), 15-29.
  • McDougall, S., Edworthy, J., Sinimeri, D., Goodliffe, J., Bradley, D. and Foster, J., 2020. Searching for meaning in sound: Learning and interpreting alarm signals in visual environments. Journal of Experimental Psychology: Applied, 26 (1), 89-107.
  • Edworthy, J.R., McDougall, S.J.P. et al., 2018. Getting Better Hospital Alarm Sounds Into a Global Standard. Ergonomics in Design, 26 (4), 4-13.
  • McDougall, S., Edworthy, J., Reid, S., Edworthy, Jnr, J., Hall, S., Bennett, D., Khan, J. and Pye, E., 2017. The learnability and localizability of auditory alarms: setting global medical device standards. Human Factors.
  • Miller, J.K., McDougall, S., Thomas, S. and Wiener, J., 2017. The impact of the brain-derived neurotrophic factor gene on trauma and spatial processing. Journal of Clinical Medicine, 6 (12).
  • Edworthy, J., Reid, S., McDougall, S., Hall, S., Bennett, D., Khan, J. and Pye, E., 2017. The Recognizability and Localizability of Auditory Alarms: Setting Global Medical Device Standards. Human Factors, 59 (7), 1108-1127.
  • Miller, J.K., McDougall, S., Thomas, S. and Wiener, J.M., 2017. Impairment in active navigation from trauma and Post-Traumatic Stress Disorder. Neurobiology of Learning and Memory, 140, 114-123.
  • Turner, K., Johnson, C., Thomas, K., Bolderston, H. and McDougall, S., 2016. Response and resilience: Dealing with the impact of complications and errors on surgeons. Royal College of Surgeons Annals Journal and Bulletin Journal.
  • McDougall, S., Reppa, I., Kulik, J. and Taylor, A., 2016. What makes icons appealing? The role of processing fluency in predicting icon appeal in different task contexts. Applied Ergonomics, 55, 156-172.
  • Reppa, I. and McDougall, S., 2015. When the going gets tough the beautiful get going: aesthetic appeal facilitates task performance. Psychon Bull Rev, 22 (5), 1243-1254.
  • McDougall, S. and Pfeifer, G., 2012. Personality differences in mental imagery and the effects on verbal memory. Br J Psychol, 103 (4), 556-573.
  • McDougall, S. and Pfeifer, G., 2012. Personality differences in mental imagery and the effects on verbal memory. British Journal of Psychology.
  • McDougall, S. and House, B., 2012. Brain training in older adults: Evidence of transfer to memory span performance and pseudo-Matthew effects. Aging, Neuropsychology & Cognition.
  • Zhao, H., Zhang, J.J. and McDougall, S., 2011. Emotion-driven interactive digital storytelling. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 6972 LNCS, 22-27.
  • McDougall, S., Brunswick, N. and De Mornay Davies, P., 2010. Reading and dyslexia in different orthographies: An introduction and overview. Reading and Dyslexia in Different Orthographies, 3-21.
  • Ford, R., McDougall, S. and Evans, D., 2009. Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample. British Journal of Psychology, 100, 773-797.
  • McDougall, S. and Isherwood, S., 2009. What's in a name? The role of graphics, functions and their interrelationships in icon identification. Behavior Research Methods, 41, 325-336.
  • Isherwood, S., McDougall, S. and Curry, M., 2007. Icon identification in context: The changing role of icon characteristics with user experience. Human Factors, 49, 465-476.
  • McDougall, S., Tyrer, V. and Folkard, S., 2006. Searching for signs, symbols and icons: Effects of time of day, visual complexity and grouping. Journal of Experimental Psychology: Applied, 12, 118-128.
  • Saltmarsh, R., McDougall, S. and Downey, J., 2005. Attributions about child behaviour: A comparison between attributions made by parents of children with ADHD and parents of children with other behavioural difficulties. Educational and Child Psychology, 22, 108-126.
  • Byrne, A., Blagrove, M. and McDougall, S., 2005. Dynamic confidence during simulated clinical tasks. Postgraduate Medical Journal, 81, 785-788.
  • Roberts, L. and McDougall, S., 2003. What do children do in the rime-analogy task? An examination of the skills and strategies used by early readers. Journal of Experimental Child Psychology, 84, 310-337.
  • Ford, R., Evans, D. and McDougall, S., 2003. Progressing in Tandem: A Sure Start Initiative for Enhancing the Role of Parents in Children's Early Education. Educational and Child Psychology, 20, 81-96.
  • Roberts, L. and McDougall, S., 2003. Explaining Performance in the Orthographic Analogy Task: Phonological Priming, Phonological Skills and Letter-sound Knowledge. Journal of Experimental Child Psychology, 84, 310-337.
  • McDougall, S. and Gruneberg, M., 2002. What Memory Strategy is Best for Examinations in Psychology? Applied Cognitive Psychology, 16, 451-458.
  • Krascum, R., Evans, D. and McDougall, S., 2002. Progressing in Tandem. The Psychologist, 15, 179.
  • Krascum, R., McDougall, S. and Evans, D., 2002. Parent's Role in Pre-school Education. Literacy Today, 32, 19.
  • McDougall, S. and Donohoe, R., 2002. Reading Ability and Memory Span: Long-term Memory Contributions to Span for Good and Poor Readers. Reading and Writing, 15, 359-387.
  • McDougall, S., Curry, M. and De Bruijn, O., 2001. The Effects of Visual Information on Users' Mental Models: An Evaluation of Pathfinder Analysis as a Measure of Icon Usability. International Journal of Cognitive Ergonomics, 5, 59-84.
  • McDougall, S., 2001. Experiences of Dyslexia: Social and Emotional Factors Associated with Living with Dyslexia. Dyslexia Review, 7-9.
  • McDougall, S., De Bruijn, O. and Curry, M., 2000. Exploring the Effects of Icon Characteristics on User Performance: The Role of Icon Concreteness, Complexity, and Distinctiveness. Journal of Experimental Psychology: Applied, 6, 291-306.
  • De Bruijn, O., McDougall, S. and Curry, M., 1999. ESPbase: a Microsoft Access Tool for Selecting Symbol and Icon Sets for Usability. Behavior Research Methods, Instruments, & Computers, 31, 479-486.
  • McDougall, S., Curry, M. and De Bruijn, O., 1999. Measuring Symbol and Icon Characteristics: Norms for Concreteness, Complexity, Meaningfulness, Familiarity, and Semantic Distance for 239 Symbols. Behaviour Research Methods, Instruments & Computers, 31, 487-519.
  • Ellis, A.W., McDougall, S.J.P. and Monk, A.F., 1997. Are dyslexics different? III. of course they are! Dyslexia, 2-8.
  • Ellis, A.W., McDougall, S.J.P. and Monk, A.F., 1997. Are dyslexics different? IV. A comparison of phonological and surface dyslexics with other readers. Dyslexia, 3, 12-14.
  • Beaton, A., McDougall, S. and Singleton, C., 1997. Editorial: Humpty Dumpty Grows Up? - Diagnosing Dyslexia in Adulthood. Journal of Research in Reading, 20, 1-6.
  • McDougall, S. and Ellis, A.W., 1996. On the problems of comparing dyslexics with other groups of reads (and the quest for the cognitive basis of dyslexia). International Journal of Early Child Development and Care.
  • Ellis, A.W., McDougall, S.J.P. and Monk, A.F., 1996. Are dyslexics different? I. A comparison between dyslexics, reading age controls, poor readers and precocious readers. Dyslexia.
  • Ellis, A.W., McDougall, S.J.P. and Monk, A.F., 1996. Are dyslexics different? II. A comparison of phonological and surface dyslexics with other readers. Dyslexia, 59-68.
  • McDougall, S., Hulme, C., Ellis, A.W. and Monk, A., 1994. Learning to read: The role of short-term memory and phonological skills. Journal of Experimental Child Psychology, 58, 112-133.
  • Cowan, N., Hulme, C., Roodenrys, S., McDougall, S. and Rack, J., 1994. Verbal memory span in children: Speech timing clues to the mechanisms underlying age and word length effects. Journal of Memory and Language.
  • Grove, N. and McDougall, S., 1988. Exploring sign use in two settings. Research Journal of Special Education, 18, 149-156.
  • Shaw, G.K., Waller, S., McDougall, S., MacGarvie, J. and Dunn, G., 1987. Alcoholism: A follow-up study of participants in an alcohol treatment programme. British Journal of Psychiatry, 157, 190-196.

Books

  • Brunswick, N., McDougall, S. and de Mornay Davies, P., 2010. Reading and dyslexia in different orthographies. London: Psychology Press.

Chapters

  • McDougall, S., Reppa, I., Smith, G. and Playfoot, D., 2009. Beyond emoticons: Combining affect and cognition in icon design. Engineering, Psychology & Cognitive Ergonomics, HCII 2009,. Springer Verlag, 71-80.
  • McDougall, S., Forsythe, A., Isherwood, S., Petocz, A., Reppa, I. and Stevens, C., 2009. The use of multimodal representation in icon interpretation. In: Harris, D., ed. Engineering, Psychology & Cognitive Ergonomics, HCII 2009,. Springer Verlag, 62-70.
  • Smith, G. and McDougall, S., 2009. Aesthetic preferences for interfaces: The effects of reading habits and icon characteristics on appeal. Proceedings of the 17th Congress of the International Ergonomics Society. International Ergonomics Society.
  • McDougall, S., Forsythe, A. and Stares, L., 2005. Icon Use by Different Language Groups: Changes in Icon Perception in Accordance with Cue Utility. In: Costabile, M.F. and Paterno, F., eds. Human-Computer Interaction: INTERACT 2005. Germany: Springer, 1083-1086.
  • McDougall, S. and Oborne, D., 2000. Written and iconic communication. In: Karwowski, W., ed. International Encyclopedia of Ergonomics and Human Factors. USA: Taylor & Francis Ltd, 97-99.
  • McDougall, S. and Oborne, D., 2000. Design and Use of Displays. In: Karwowski, W., ed. International Encyclopedia of Ergonomics and Human Factors. USA: Taylor & Francis Ltd, 808-811.
  • Richards, D. and McDougall, S., 1999. Road traffic signs: how implicit category knowledge improves learning. In: Harris, D., ed. Engineering Psychology and Cognitive Ergonomics: Transportation Systems, Medical Ergonomics and Training. Ashgate Publishing Ltd, 329-336.
  • McDougall, S., De Bruijn, O. and Curry, M., 1999. Finding out what users really think: using cognitive modelling to improve icon design. In: Harris, D., ed. Engineering Psychology and Cognitive Ergonomics: Job Design, Product Design and Human-Computer Interaction. Aldershot, Hampshire: Ashgate Publishing Limited, 173-180.

Conferences

  • Richer, S., Bolderston, H., Turner, K., Thomas, K. and McDougall, S., 2019. ACT based resilience training for surgeons. In: ACBS World Conference 25-30 June 2019 Dublin.
  • Taylor, J., McDougall, S., Ollis, G. and Alford, P., 2019. Assessing user perceptions of trust and security in manipulated versions of low trust and high trust tourism websites. e-Review of Tourism Research, 16 (2-3), 165-174.
  • McDougall, S., 2016. The eyes may not have it: Decision making does not always relate to eye tracking behaviour on interfaces. In: Human Factors & Ergonomics Society Conference (Europe Chapter ) 24-26 October 2016 Prague.
  • Bradley, D., McDougall, S. and Kirkby, J., 2016. Does brand information change users’ initial and later evaluations of website appeal? In: Human Factors & Ergonomics Society (Europe Chapter) Conference 24-26 October 2016 Prague.
  • Edworthy, J., Reid, S., Edworthy (Jnr), J., Hall, S. and McDougall, S., 2016. Designing and testing medical alarms in support of a global standard. In: Human Factors & Ergonomics Society Conference (Europe Chapter) 24-26 October 2016 Prague.
  • Edworthy, J., Reid, S., McDougall, S. and Hall, S., 2016. The design and testing of novel IEC 60601-1-8 audible alarms. Proceedings of the Human Factors and Ergonomics Society, 641-642.
  • Reppa, I. and McDougall, S., 2015. When the Going Gets Tough the Beautiful Get Going: Aesthetic Appeal Facilitates Task Performance. CANADIAN JOURNAL OF EXPERIMENTAL PSYCHOLOGY-REVUE CANADIENNE DE PSYCHOLOGIE EXPERIMENTALE, 69 (4), 341.
  • McDougall, S. and Reppa, I., 2013. Ease of processing can predict icon appeal. In: HCII 2013 21-26 July 2013 Las Vegas, USA. Springer.
  • Howells, G. and McDougall, S., 2009. Cognitive mechanisms involved in the health benefits of disclosure in emotional processing. PSYCHOLOGY & HEALTH, 24, 209-210.
  • Reppa, I., Playfoot, D. and McDougall, S., 2008. Visual aesthetic appeal speeds processing of complex but not simple icons. In: 52nd Annual Meeting of the Human Factors and Ergonomics Society 22-26 September 2008 New York Marriott Marquis Times Square, New York. , 1155-1159.
  • McDougall, S. and Reppa, I., 2008. Why do I like it? The relationship between icon characteristics, user performance and aesthetic appeal. In: 52nd Annual Meeting of the Human Factors and Ergonomics Society 22-26 September 2008 New York Marriott Marquis Times Square, New York. , 1257-1261 HFES.
  • McDougall, S. and Curry, M., 2004. More than just a picture: Icon interpretation in context. In: Proceedings of the First International Workshop on Coping with Complexity 16-17 September 2004 Bath.
  • McDougall, S., Krascum, R., Evans, D. and De Lloyd, I., 2001. Preparing Children for School: Encouraging Parents and Children to Work Together. In: Conference for Cross-Cultural Issues in Education 2001 Swansea.
  • McDougall, S. and Isherwood, S., 2001. The Symbol Usability Metric (SUM) Project. In: BAE Systems Seminar 2001 Filton, Bristol.
  • Evans, D., Krascum, R. and McDougall, S., 2000. The Tandem Project: Children and Parents Working Together. In: ESRC Teaching and Learning Research Programme Conference 9-10 November 2000 University of Leicester.
  • Connor, S. and McDougall, S., 1999. Experiences of Dyslexia: Comparing the Attitudes of Dyslexics and Non-Dyslexics. In: Conference of the British Psychological Society 20-21 December 1999 Institute of Education, London.
  • McDougall, S., Curry, M. and De Bruijn, O., 1998. Understanding What Makes Icons Effective: The Use of Normative Ratings to Isolate the Behaviourial Effects of Icon Characteristics. In: Annual Conference of the Ergonomics Society: Contemporary Ergonomics 1998 1998 Cirencester. The Ergonomics Society.
  • Curry, M., McDougall, S. and De Bruijn, O., 1998. The Visual Metaphor as a Determinant of Icon Efficacy. In: Human Factors and Ergonomics Society 42nd Annual Meeting Human-System Interaction: The Sky's No Limit 5-9 October 1998 Chicago.
  • McDougall, S., De Bruijn, O. and Curry, M., 1998. Modelling Cognitive Changes Resulting from Visual Display Design. In: 2nd International Conference on Engineering Psychology and Cognitive Ergonomics 28-30 October 1998 Oxford.
  • McDougall, S., Curry, M. and De Bruijn, O., 1998. The Effects of the Visual Metaphor in Determining Icon Efficacy. In: Human Factors and Ergonomics Society 45th Annual Meeting: Visual Performance 10 October 2001 Minneapolis, Minnesota. , 1590-1594 Human Factors and Ergonomics Society.
  • Woolford, H. and McDougall, S., 1997. The Teacher as a Role Model: The Effects of Teacher Gender on Boys' vs Girls' Reading Attainment. In: Conference of the British Psychological Society 1997 London.
  • McDougall, S. and Ryan, A., 1996. Dyslexia and Second Language Learning. In: Conference of the British Association of Applied Linguistics September 1996 University of Swansea.
  • McDougall, S., 1995. Reading Ability and Memory Span: Are Long-term Contributions to Span Different for Good and Poor Readers? In: BPS Cognitive Section Conference 1995 Bristol.
  • McDougall, S., 1995. Theoretical Approaches to Reading Acquisition. In: Teachers in Psychology Conference 1995 Swansea.
  • McDougall, S., 1995. Dyslexics: Are They Different from Other Readers? In: Exploring Psychology Conference 1995 Swansea.
  • McDougall, S. and Hulme, C., 1994. Phonological Skills and Short-term Memory as Predictors of Reading Skills in Children. In: Third International Conference of the British Dyslexia Association: Dyslexia: Toward a Wider Understanding April 1994 Manchester.
  • McDougall, S., Ellis, A.W., Hulme, C. and Monk, A., 1994. Extent and Correlates of Variability Among Different Groups of Readers. In: Experimental Psychology Society 1994 London.
  • McDougall, S., Ellis, A.W., Hulme, C. and Monk, A., 1993. How Different are Dyslexics from Other Readers? In: Conference of the British Psychological Society December 1993 London.

Others

Grants

  • The impact of complications and errors on surgeons 2. (Royal Bournemouth and Christchurch Hospitals NHS TRust, 30 Jun 2016). In Progress
  • Shampoo Marketing Analysis (Which?, 01 Jan 2016). Awarded
  • The impact of complications and errors on surgeons (Nuffield Health, 21 Sep 2015). In Progress

Memberships

External Media and Press