Dr George Sandamas
| Name | Dr George Sandamas |
|---|---|
| Job title | Senior Lecturer in Psychology |
| Research institute | |
| Primary appointment | Psychology |
| Email address | G.Sandamas@mdx.ac.uk |
| Contact category | Academic staff |
Research outputs
Active versus passive acquisition of spatial knowledge while controlling a vehicle in a virtual urban space in drivers and non-drivers
Sandamas, G. and Foreman, N. 2015. Active versus passive acquisition of spatial knowledge while controlling a vehicle in a virtual urban space in drivers and non-drivers. SAGE Open. 5 (3), pp. 1-9. https://doi.org/10.1177/2158244015595443Spatial demands of concurrent tasks can compromise spatial learning of a virtual environment: implications for active input control
Sandamas, G. and Foreman, N. 2014. Spatial demands of concurrent tasks can compromise spatial learning of a virtual environment: implications for active input control. SAGE Open. 4 (1). https://doi.org/10.1177/2158244014525424Spatial learning in virtual environments by children and adults after active or passive experience
Sandamas, G. 2006. Spatial learning in virtual environments by children and adults after active or passive experience. PhD thesis Middlesex University Department of Health and Social SciencesTransfer of spatial learning from virtual to real space: the effects of differential modes of exploration, age and familiarity.
Sandamas, G., Foreman, N. and Korallo, L. 2004. Transfer of spatial learning from virtual to real space: the effects of differential modes of exploration, age and familiarity. The British Psychological Society.Interface familiarity restores active advantage in a virtual exploration and reconstruction task in children.
Sandamas, G., Foreman, N. and Coulson, M. 2009. Interface familiarity restores active advantage in a virtual exploration and reconstruction task in children. Spatial Cognition & Computation. 9 (2), pp. 96-108. https://doi.org/10.1080/13875860802589202Spatial reconstruction following virtual exploration in children aged 5–9 years: effects of age, gender and activity–passivity
Sandamas, G. and Foreman, N. 2007. Spatial reconstruction following virtual exploration in children aged 5–9 years: effects of age, gender and activity–passivity. Journal of Environmental Psychology. 27 (2), pp. 126-134. https://doi.org/10.1016/j.jenvp.2007.03.001Drawing maps and remembering landmarks after driving in a virtual small town environment
Sandamas, G. and Foreman, N. 2007. Drawing maps and remembering landmarks after driving in a virtual small town environment. Journal of Maps. 2007, pp. 35-45. https://doi.org/10.4113/jom.2007.73Distance underestimation in virtual space is sensitive to gender but not activity-passivity or mode of interaction
Foreman, N., Sandamas, G. and Newson, D. 2004. Distance underestimation in virtual space is sensitive to gender but not activity-passivity or mode of interaction. CyberPsychology and behavior. 7 (4), pp. 451-457. https://doi.org/10.1089/cpb.2004.7.451That's just typical.
Correy, P., Hogan, G. and Sandamas, G. 2003. That's just typical. A National Schizophrenia Report.Active and passive spatial learning from a desk-top virtual environment in male and female participants: a comparison with guessing controls
Sandamas, G. and Foreman, N. 2003. Active and passive spatial learning from a desk-top virtual environment in male and female participants: a comparison with guessing controls. Journal of Health, Social and Environmental Issues. 4 (2), pp. 15-21.The prescription of typical and atypical antipsychotic drugs to people with schizophrenia: relationships between advice,information, choice and the type of drug prescribed.
Sandamas, G., Westley, D. and Hogman, G. 2002. The prescription of typical and atypical antipsychotic drugs to people with schizophrenia: relationships between advice,information, choice and the type of drug prescribed. Proceedings of the British Psychological Society. 10 (2).477
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