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Publications


Journal Articles


Wang S, Gathercole, SE (in press). Working memory deficits in children with reading difficulties: Memory span and dual task coordination. Journal of Experimental Child Psychology.

Warmington M, Hitch GJ, Gathercole SE. (2012). Improving word learning in children using an errorless technique. Journal of Experimental Child Psychology, http://10.1016/j.jecp.2012.10.007

Gathercole SE, Dunning D, Holmes J (2012). Cogmed training: Let's be realistic about intervention research. Journal of Applied Research in Memory and Cognition, 1, 3, 201-203

Engel de Abreu, P. M. J. & Gathercole, S. E. (2012). Executive and phonological processes in second language acquisition. Journal of Educational Psychology. doi: 10.1037/a0028390

Lanfranchi S, Baddeley AD, Gathercole S, Vianello R (2012). Working memory in Down syndrome: is there a dual task deficit? Journal of Intellectual Disability Research, 56, 157-166, doi: 10.1111/j.1365-2788.2011.01444.

Roberts G, Quach J, Gold J, Anderson P, Rockards F, Mensah F, Ainley J, Gathercole SE, Wake M. (2011). Can improving working memory prevent academic difficulties? A school based randomized controlled trial. BMC Pediatrics, 11, 57, doi:10.1186/1471-2431-11-57

Engel de Abreu PMJ, Gathercole SE, Martin, R. (2011). Disentangling the relationship between working memory and language: The roles of short-term storage and cognitive control. Learning and Individual Differences, 21, 569-574. Doi:10.1016/j.lindif.2011.06.002.

Hall D, Gathercole SE. (2011). Serial recall of rhythms and verbal sequences: Impacts of concurrent tasks and irrelevant sound. Quarterly Journal of Experimental Psychology, 64, 1580-1592.

Holmes J, Gathercole SE, Dunning D. (2010). Poor working memory: Impact and interventions. Advances in Child Development and Behavior, 39, 1-43.

Elliott, JG, Gathercole SE, Alloway, TP, Holmes, J & Kirkwood, H. (2010). An evaluation of a classroom-based intervention to help overcome working memory difficulties and improve long-term academic achievement. Journal of Cognitive Education and Psychology, 9, 227-250.

Holmes, J., Gathercole, S. E., Place, M., Alloway, T. P., Elliott, J. G., & Hilton, K. A. (2010). An assessment of the diagnostic utility of executive function assessments in the identification of ADHD in children. Child and Adolescent Mental Health, 15, 37-43.

Alloway, TP, Gathercole, SE, & Elliott, J (2010). Examing the link between working memory behaviour and academic attainment in children with ADHD. Developmental Medicine and Child Neuology, 40, 353-366.

Engel de Abreu, PMJ, Conway ARA, & Gathercole SE. (2010). Working memory and fluid intelligence in young children. Intelligence, 38, 552-561.

Holmes, J., Gathercole, S. E., Place, M., Dunning, D., Hilton, K., & Elliott, J. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24, 827-836

Holmes J, Gathercole SE, Dunning D, (2010). Poor working memory: Impact and interventions. Advances in Child Development and Behavior, 39, 1-43.

Holmes, J., Gathercole, S. E., & Dunning, D. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12, F9-F15.

Alloway, T. P., Gathercole, S. E., Holmes, J., Place, M., Elliott, J. G., & Hilton, K. (2009). The diagnostic utility of behavioral checklists in identifying children with ADHD and children with working memory deficits. Child Psychiatry and Human Development, 40, 353-366.

Sumner, C.R., Gathercole, S. E., Greenbaum, M., Rubin, R., Williams, D., Hollandbeck, M., Wietecha, L. (2009). Atomoxetine for the treatment of Attention Deficit/ Hyperactivity Disorder (ADHD) in children with ADHD and dyslexia. Child and Adolescent Psychiatry and Mental Health, 3, 40.

Archibald, L. M. D., Gathercole, S. E., Joanisse, M. F. (2009). Multisyllabic nonwords: More than a string of syllables. Journal of Acoustical Society of America, 3, 1712-1722.

Alloway, T. P., Gathercole, S. E., Kirkwood, H. J., Elliott, J. G. (2009). The Working Memory Rating Scale: A classroom-based behavioral assessment of working memory. Learning and Individual Differences, 19, 242-245.

Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009). The cognitive and behavioural characteristics of children with low working memory. Child Development, 80, 606-621.

Gathercole, SE, Briscoe J, Thorn, A, et al. (2008). Deficits in verbal short-term memory and learning in children with poor phonological short-term emmory skills. Quarterly Journal of Experimental Psychology, 61, 474-490.

Alloway, T.P., Gathercole, S. E., Kirkwood, H. J., & Elliott, J. G. (2008). Evaluating the validity of the Automated Working Memory Assessment. Educational Psychology, 28, 725-734.

Engel, P. M. J., Heloisa Dos Santos, F., & Gathercole, S. E. (2008). Are working memory measures free of socio-economic influence? Journal of Speech, Language, and Hearing Research, 51, 1580-1587.

Gathercole, S. E., Durling, M. Evans, S. Jeffcock, & S. Stone (2008). Working memory abilities and children's performance in laboratory analogues of classroom activities. Applied Cognitive Psychology, 22, 1019-1037.

Alloway, T.P., Gathercole, S.E. (2008). The role of sentence recall in reading and language skills of children with learning difficulties. Learning and Individual Differences, 15, 271-282.

Joseph, H., Liversedge, S. P., Blythe, H., White, S., Gathercole, S. E. & Rayner, K. (2008). Children's and adults processing of anomaly and plausibility during reading: Evidence from eye movements. Quarterly Journal of Experimental Psychology, 61, 708-723.

Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J., & Hilton, K. A. (2008). Attentional and executive behavioural profiles of children with poor working memory. Learning and Individual Differences, 18, 214-223.

Gathercole, S. E., (2008). Deficits in verbal long-term memory and learning in children with poor phonological short-term memory skills. Quarterly Journal of Experimental Psychology, 61, 474-490.

Keehner, M., & Gathercole, S. E. (2007). Cognitive adaptations arising from non-native experience of sign language in hearing adults. Memory and Cognition, 35, 752-761.

Archibald, L. M., & Gathercole, S. E. (2007). Nonword repetition and serial recall: Equivalent measures of verbal short-term memory? Applied Psycholinguistics, 28, 587-606.

Archibald, L. M., & Gathercole, S. E. (2007). Nonword repetition in Specific Language Impairment: more than a phonological short-term memory deficit. Psychonomic Bulletin & Review, 14, 919-924.

Archibald, L. M., & Gathercole, S. E. (2007). The complexities of complex span: Storage and processing deficits in Specific Language Impairment. Journal of Memory and Language, 57, 177-194.

Conlin, J. A. & Gathercole, S. E. (2006). Lexicality and interference in working memory in children and adults. Journal of Memory and Language, 55, 363-380.

Archibald, L.M., & Gathercole, S. E. (2006). Short-term and working memory in Specific Language Impairment. International Journal of Communication Disorders, 41. 675-693.

Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuo-spatial short-term and working memory in children: are they separable? Child Development, 77, 1698-1716.

Archibald, L.M., & Gathercole, S. E. (2006). Nonword repetition: A comparison of tests. Journal of Speech, Language, and Hearing Research, 49, 970-983.

Gathercole, S. E. (2006). Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27, 513-543.

Gathercole, S. E. (2006). Complexities and constraints in nonword repetition and word learning. Applied Psycholinguistics, 27, 599-613.

Spooner, A., Gathercole, S. E., & Baddeley, A. D. (2006). Does weak reading comprehension reflect an integration deficit? Journal of Research in Reading, 29, 173-193.

Archibald, L.M., & Gathercole, S. E. (2006). Visuospatial immediate memory in Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 49, 265-277.

Gathercole, S.E., Alloway, T.P., Willis, C.S., & Adams, A.M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology. 93, 265-281.

Archibald, L. M., & Gathercole, S. E. (2006). Prevalence of SLI in Language Resource Units. Journal of Research in Special Educational Needs, 6, 3-10.

Santos, F.H., Bueno, O.F.A., Gathercole, S.E. (2006). Errors in nonword repetition: Bridging short- and long-term memory. Brazilian Journal of Medical and Biological Research, 30, 371-385.

St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements on national curriculum tests: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59, 746-759.

Gathercole, S. E., & Alloway, T. P. (2006). Short-term and working memory impairments in neurodevelopmental disorders: Diagnosis and remedial support. Journal of Child Psychology & Psychiatry. 47, 4-15.

Conlin, J. A., Gathercole, S. E., & Adams, J.W. (2005). Stimulus similarity decrements in children's working memory span. Quarterly Journal of Experimental Psychology, 58A, 1434-1446.

Lobley, K., Gathercole, S. E., & Baddeley, A. D. (2005). Phonological similarity effects in verbal complex span. Quarterly Journal of Experimental Psychology, 58A, 1462-1478.

Alloway, T. P., Gathercole, S. E., Adams, A.-M., Willis, C. S. (2005). Working memory abilities in children with special educational needs. Educational and Child Psychology, 22, 56-67.

Conlin, J. A., Gathercole, S. E., & Adams, J.W. (2005). Children's working memory: Investigating performance limitations in complex span tasks. Journal of Experimental Child Psychology, 90, 303-317.

Masoura, E. V., & Gathercole, S. E. (2005). Phonological short-term memory skills and new word learning in young Greek children. Memory, 13, 422-429.

Thorn, A. S. C., Gathercole, S. E., & Frankish, C. R. (2005). Redintegration and the benefits of long-term knowledge in verbal short-term memory: An evaluation of Schweikert's (1993) multinomial processing tree model. Cognitive Psychology, 50, 133-158.

Alloway, T.P., Gathercole, S.E., Adams, A.M., Willis, C. S., Eaglen, R., & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23, 417-426.

Gathercole, S. E., Tiffany, C., Briscoe, J., Thorn, A. S. C., & ALSPAC Team (2005). Developmental consequences of poor phonological short-term memory function in childhood: A longitudinal study. Journal of Child Psychology and Psychiatry. 46, 598-611.

Alloway, T. P., & Gathercole, S. E. (2005). Working memory and short-term sentence recall in young children. European Journal of Cognitive Psychology, 17, 207-220.

Gathercole, S. E. (2004). Working memory and learning during the school years. Proceedings of the British Academy, 125, 365-380.

Spooner, A. L. R., Baddeley, A. D., & Gathercole, S. E. (2004). Can reading and comprehension be separated in the Neale Analysis of Reading Ability? British Journal of Educational Psychology, 74, 187-204.

Alloway, T. P., Gathercole, S. E., Willis, C. S., & Adams, A.-M. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology, 87, 85-170.

Pickering, S. J. & Gathercole, S. E. (2004). Distinctive working memory profiles in children with special educational needs. Educational Psychology, 24, 393-408.

Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40, 177-190.

Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from National Curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 40, 1-16.

Jarvis, H. L., & Gathercole, S. E. (2003).Verbal and non- verbal working memory and achievements on national curriculum tests at 11 and 14 years of age. Educational and Child Psychology, 20, 123-140.

Gathercole, S. E., Brown, L., & Pickering, S. J. (2003). Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels. Educational and Child Psychology, 20, 109-122.

Farran, E. K., Jarrold, C., & Gathercole, S. E. (2003). Divided attention, selective attention, and drawing: processing preferences in Williams syndrome on dependent on the task administered. Neuropsychologia, 41, 676-687.

Atkinson,J. R., Woll, B. & Gathercole, S. E. (2002). The impact of developmental visuospatial learning difficulties on British Sign Language. Neurocase, 8, 424-441.

Thorn, A., S. C., Gathercole, S. E., & Frankish, C. R. (2002). Language familiarity effects in short-term memory: The role of output delay and long-term knowledge. Quarterly Journal of Experimental Psychology, 55A, 1363-1384.

Farran, E. K., Jarrold, C., & Gathercole, S. E. (2001). Block design performance in WIlliams syndrom phenotype: A problem with mental imagery? Journal of Child Psychology and Psychiatry, 42, 719-728.

Willis, C. S., & Gathercole, S. E. (2001). Phonological short-term memory contributions to sentence processing in young children. Memory, 9, 349-364.

Briscoe, J., Gathercole, S. E., & Marlow, N. (2001). Everyday memory and cognitive ability in children born very prematurely. Journal of Child Psychology and Psychiatry, 42, 749-754.

Gathercole, S. E., Pickering, S. J., Hall, M., & Peaker, S. J. (2001). Dissociable lexical and phonological influences on serial recognition and serial recall. Quarterly Journal of Experimental Psychology, 45A, 1-30.

Gathercole, S. E. & Pickering, S. J. (2001). Working memory deficits in children with special educational needs. British Journal of Special Education, 28, 89-97.

Pickering, S.J., Gathercole, S.E., Hall, M. & Lloyd, S.A. (2001) Development of memory for pattern and path: Further evidence for the fractionation of visual and spatial short-term memory. Quarterly Journal of Experimental Psychology, 54A, 397-420.

Thorn, A. S. C., & Gathercole, S. E. (2001). Language differences in verbal short-term memory do not exclusively originate in the process of subvocal rehearsal Psychonomic Bulletin & Review, 8, 357-365.

Adams, A.-M., & Gathercole, S. E. (2000). Limitations in working memory: Implications for language development. International Journal of Language and Communication Disorders, 35, 95-116.

Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievements in the national curriculum at seven years of age. British Journal of Educational Psychology, 70, 177-194.

Gathercole, S. E. & Pickering, S. J. (2000). Assessment of working memory in six- and seven-year old children. Journal of Educational Psychology, 92, 377-390

Gathercole, S. E. (1999). Cognitive approaches to the development of short-term memory. Trends in Cognitive Science, 3, 410-418.

Gathercole, S. E., Frankish, C. R., Pickering, S. J., & Peaker, S. (1999). Phonotactic influences on short-term memory. Journal of Experimental Psychology: Learning Memory & Cognition, 25, 84-95.

Gathercole, S. E. & Pickering, S. J. (1999). Estimating the capacity of phonological short-term memory. International Journal of Psychology, 34, 378-382.

Gathercole, S. E., Service, E., Hitch, G. J., Adams, A.M., & Martin, A. J. (1999). Phonological short-term memory and vocabulary development: Further evidence on the nature of the relationship. Applied Cognitive Psychology, 13, 65-77.

Masoura, E. & Gathercole, S. E. (1999). Phonological short-term memory and foreign vocabulary learning. International Journal of Psychology, 34, 383-388.

Thorn, A. S. C., & Gathercole, S. E. (1999). Language-specific knowledge and short-term memory in bilingual and non-bilingual children. Quarterly Journal of Experimental Psychology, 52A, 303-324.

Briscoe, J., Gathercole, S. E., & Marlow, N. (1998). Short-term memory and language development in very preterm children. Journal of Speech and Hearing Research, 41, 654-666.

Baddeley, A. D., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.

Gathercole, S. E. (1998). The development of memory. Journal of Child Psychology and Psychiatry, 39, 3-27.

Pickering, S. J., Gathercole, S. E., & Peaker, S. H. (1998). Verbal and visuo-spatial short-term memory in children: Evidence for common and distinct mechanisms. Memory & Cognition, 26, 1117-1130.

Gathercole, S. E. & Baddeley, A. D. (1997). Sense and sensitivity in phonological memory and vocabulary development: A reply to Bowey (1996). Journal of Experimental Child Psychology, 67, 290-294.

Gathercole, S. E., Hitch, G. J., Service, E., & Martin, A. J. (1997). Short-term memory and long-term learning in children. Developmental Psychology, 33, 966-979.

Grant, J., Karmiloff-Smith, A., Gathercole, S. E., Paterson, S., Howlin, P., Davies, M., & Udwin, O. (1997). Phonological short-term memory and its relationship to language in Williams syndrome. Cognitive Neuropsychiatry, 2, 81-99.

Gathercole, S. E. (1996). Nonwords and the phonological loop: A comment on Saito (1995). Perceptual & Motor Skills, 82, 961-962.

Conway, M. A., Collins, A., Gathercole, S. E., & Anderson, S. J. (1996). Recollections of true and false autobiographical memories. Journal of Experimental Psychology: General, 125, 69-95.

Adams, A.-M. & Gatherccole, S. E. (1996). Phonological working memory and spoken language development in children. Quarterly Journal of Experimental Psychology, 49A, 216-233.

Adams, A.-M. & Gathercole, S. E. (1995). Phonological working memory and speech production in young children. Journal of Speech and Hearing Research, 38, 493-414.

Gathercole, S. E. (1995). Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords. Memory & Cognition, 23, 83-94.

Gathercole, S. E. (1995). Nonword repetition: More than just an output task. Cognitive Neuropsychology, 12, 857-861.

Gathercole, S. E. (1995). The assessment of phonological memory skills in preschool children. British Journal of Educational Psychology, 65, 155-164.

Gathercole, S. E. & Baddeley, A. D. (1995). Short-term memory may yet be impaired in language-impaired children: A comment on van der Lely & Howard. Journal of Speech and Hearing Research, 38, 463-472.

Gathercole, S. E. (1994). Neuropsychology and working memory: A review. Neuropsychology, 8, 499-505.

Gathercole, S. E. & Adams, A.-M. (1994). Children's phonological working memory: Contributions of long-term knowledge and rehearsal. Journal of Memory and Language, 33, 672-688.

Gathercole, S. E., Adams, A.-M. & Hitch. (1994). Do young children rehearse? An individual differences analysis. Memory & Cognition, 22, 201-207.

Gathercole, S. E. & McCarthy, R. A. (1994). Memory tools for the researcher and clinician. Memory, 2, 97-101.

Gathercole, S. E., Willis, C. S., Baddeley, A. D. & Emslie, H. (1994). The Children's Test of Nonword Repetition: A test of phonological working memory. Memory, 2, 103-127.

Gathercole, S. E. (1993). Word learning in language impaired children. Child Language Teaching and Therapy, 9, 187-199.

Gathercole, S. E. & Adams, A.-M. (1993). Phonological working memory in very young children. Developmental Psychology, 29, 770-778.

Gathercole, S. E. & Baddeley, A. D. (1993). Phonological working memory: A critical building block for reading development and vocabulary acquisition? European Journal of the Psychology of Education, 8, 259-272.

Gathercole, S. E. & Collins, A. (1992). Everyday memory research and its applications. Applied Cognitive Psychology, 6, 461-465.

Gathercole, S. E., Willis, C. & Baddeley, A. D. (1992). Phonological memory and vocabulary development during the early school years: Evidence from a longitudinal study. Developmental Psychology, 28, 887-898.

Gathercole, S. E., Willis, C. & Baddeley, A. D. (1991). Nonword repetition, phonological memory and vocabulary development: A reply to Snowling, Chiat and Hulme. Applied Psycholinguistics, 12, 375-379.

Gathercole, S. E., Willis, C. & Baddeley, A. D. (1991). Dissociable influences of phonological memory and phonological awareness on reading and vocabulary development. British Journal of Psychology, 82, 387-406.

Gathercole, S. E., Willis, C., Emslie, H. & Baddeley, A. D. (1991). The influences of number of syllables and wordlikeness on children's repetition of nonwords. Applied Psycholinguistics, 12, 349-367.

Conway, M. A. & Gathercole, S. E. (1990). The effects of writing upon memory: Evidence for a translation hypothesis. Quarterly Journal of Experimental Psychology, 42A, 513-528

Gathercole, S. E. (1990). Working memory and language development: How close is the link? The Psychologist, 2, 57-60.

Broadbent, D. E. & Gathercole, S. E. (1990). The processing of non-target words: Semantic or not? Quarterly Journal of Experimental Psychology, 42A, 3-37.

Gathercole, S. E. (1990). Longitudinal is not necessarily best. Education Section Review, 14, 14-16.

Gathercole, S. E. & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory & Language, 29, 336-360.

Gathercole, S. E. & Baddeley, A. D. (1990). The role of phonological memory in vocabulary acquisition: A study of young children learning new names. British Journal of Psychology, 81, 439-454.

Gathercole, S. E. (1989). Recent developments in dyslexia. The Lancet, September 23, 719-720.

Gathercole, S. E. & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory & Language, 28, 200-213.

Gathercole, S. E. & Conway, M. A. (1988). Exploring long-term modality effects: Vocalization always leads to best retention. Memory & Cognition, 16, 110-119.

Conway, M. A. & Gathercole, S. E. (1987). Modality effects in long-term memory. Journal of Memory & Language, 26, 341-361.

Gathercole, S. E. & Baddeley, A. D. (1987). The processes underlying segmental analysis. European Bulletin of Cognitive Psychology, 7, 462-464.

Gathercole, S. E. & Broadbent, D. E. (1987). Spatial factors in visual attention: Some compensatory effects of location and time of arrival of nontargets. Perception, 16, 433-444.

Gathercole, S. E. (1986). The modality effect and articulation. Quarterly Journal of Experimental Psychology, 38A, 461-474.

Gathercole, S. E. & Broadbent, D. E. (1984). Combining attributes in specified and categorised target search: Further evidence for strategic differences. Memory & Cognition, 12, 329-337.

Gathercole, S. E., Gregg, V. H. & Gardiner, J. M. (1983). Influences of delayed distraction on modality effect in free recall. British Journal of Psychology, 74, 223-232.

Gardiner, J. M., Gathercole, S. E. & Gregg, V. H. (1983). Further evidence of interference between lipreading and auditory recency. Journal of Experimental Psychology: Learning, Memory & Cognition, 9, 328-333.

Gathercole, S. E., Gardiner, J. M. & Gregg, V. H. (1982). Modality and phonological similarity effects in serial recall: Does one's own voice play a role? Memory & Cognition, 10, 176-180.


Books

Gathercole, S. E. & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. Sage Publishing. (Japanese translation, 2009)

Alloway, T. P. & Gathercole, S. E. (2006). Working memory in neurodevelopmental conditions. Psychology Press.

Gathercole, S. E. (2001, Ed.). Short-Term and Working Memory. Psychology Press. Hove: England.

Conway, M. A., Cornoldi, C., & Gathercole, S. E. (1998, Eds). Theories of Memory II. Hove, England: Psychology Press.

Gathercole, S. E. (1996, Ed.). Models of Short-Term Memory. Psychology Press: Hove, England.

Gathercole, S. E. & McCarthy, R. (1994, Eds.). Memory Tests and Techniques. Hove: Lawrence Erlbaum Associates Ltd.

Gathercole, S. E. & Baddeley, A. D. (1993). Working Memory and Language. Hove, England: Lawrence Erlbaum Associates Ltd.

Collins, A. C., Gathercole, S. E., Conway, M. A. & Morris, P. E. (1993, Eds.), Theories of Memory. Hove: Lawrence Erlbaum Associates Ltd.


Book Chapters

Thorn, A. S. C., Frankish, C. R., & Gathercole, S. E. (2008). The influence of long-term knowledge on short-term memory: Evidence for multiple mechanisms, pp. 198-219. In A. S. C. Thorn & C. R. Frankish (Eds.), Interactions between short-term and long-term memory in the verbal domain. Psychology Press.

Moulin, C. J. A., & Gathercole, S .E. (2008). Memory changes across the lifespan. In: Cohen, G. & Conway, M. A. (Eds), Memory in the real world. (3rd ed), pp. 306-326. Psychology Press: Hove.

Gathercole, S. E. (2007). Working memory. In H. L. Roediger (Ed.), Learning and memory: A comprehensive reference. Erlbaum.

Gathercole, S. E. (2007). The concept of working memory. In Y. Dudai, R. Roediger, E. Tulving, & S. Fitzpatrick (Eds), Science of Memory: Concepts. Elsevier.

Gathercole S. E. (2007). Working memory and language. In G. Gaskell (Ed.), Oxford Handbook of Psycholinguistics. Oxford University Press.

Gathercole, S. E., & Alloway, T. P. (in press). Working memory and classroom learning. In K. Thurman & K. Fiorello (Eds), Cognitive development in K-3 classroom learning: research applications. Erlbaum USA.

Archibald, L. M., & Gathercole, S. E. (2006). Short-term and working memory in Specific Language Impairment. In Alloway, T. P. & Gathercole, S. E. (Eds), Working memory in neurodevelopmental conditions. Psychology Press.

Gathercole, S. E. (2006). Working memory: A system for learning. In R. Wagner & J. Torgesen (Eds.), Vocabulary development and implications for reading. Erlbaum.

Gathercole, S. E., Lamont, E., & Alloway, T. P. (2006). Working memory in the classroom. In: S. Pickering & G. Phye (Eds.), Working memory and education. Academic Press.

Gathercole, S. E (2002). Memory development during the childhood year. In A. D. Baddeley, M. D. Kopelman, & B. A. Wilson (Eds.), Handbook of memory disorders (2nd edn), pp 475-500. Wiley.

Baddeley, A. D., & Gathercole, S. E. (1999). Individual differences in learning and memory: Psychometrics and the single case. In P. L. Ackerman, P. C. Kyllonen, & R. D. Roberts (Eds.), Learning and individual differences, pp 31-54, APA: Washington.

Gathercole, S. E. & Thorn, A. S. C. (1998). Phonological short-term memory and foreign language learning. In A. F. Healy & L. E. Bourne (Eds.), Foreign language and learning: Psycholinguistic studies on training and retention. pp 141-158. Hillsdale, NJ: Erlbaum.

Gathercole, S. E. (1997). Models of verbal short-term memory. In M. A. Conway (Ed.), Cognitive models of memory. UCL Press: London.

Gathercole, S. E., & Martin, A. J. (1996). Interactive processes in phonological memory. In S. E. Gathercole (Ed.), Models of short-term memory. Hove, UK: Psychology Press.

Gathercole, S. E. (1994). The nature and uses of working memory. In P. E. Morris & M. Gruneberg (Eds.), Aspects of memory: Theoretical Aspects. London: Wiley.

Gathercole, S. E., Conway, M. A., Collins, A. & Morris, P. E. (1993). The practice of memory. In: A. Collins, S. Gathercole, M. Conway & P. Morris (Eds.), Theories of memory, pp. 1-10. Hove: Lawrence Erlbaum Associates.

Gathercole, S. E. & Hitch, G. (1993). The development of rehearsal: A revised working memory perspective. In A. Collins, S. Gathercole, M. Conway & P. Morris (Eds.), Theories of memory. Hove: Lawrence Erlbaum Associates.

Baddeley, A. D. & Gathercole, S. E. (1992). Learning to read: The role of the phonological loop. In J. Alegria, D. Holender, J. J. de Morais & M. Radeau (Eds.), Analytic approaches to human cognition, pp 153-168. Amsterdam: Elsevier.

Gathercole, S. E. & Baddeley, A. D. (1989). The role of phonological memory in the development of complex verbal skills. In: C. von Euler (Ed.), Brain and reading, pp 245-256. Macmillan Press: London.

Gathercole, S. E. (1987). Lipreading: implications for theories of short-term memory. In B. Dodd & R. Campbell (Eds.), Hearing by eye: Experimental studies in the psychology of lipreading, pp 227-242. Lawrence Erlbaum Associates: London.


Peer-Reviewed Conference Abstract

Murphy, J.J., Fuat, A., Littlewood, E., Conway, B., & Gathercole, S. E. (2010). Working memory deficits in treated and untreated hypertension. Journal of Clinical Hypertension, 12, A64.


Articles in Professional Journals

Gathercole, S. E., Elliott, J., & Alloway, T. P. (Spring 2008). Identifying and supporting children with poor working memory. Dyslexia Review, 4-8.

Elliott, J., Gathercole, S. E., & Alloway, T. P. May 2008. In temporary storage. Special!, 8-11.

Gathercole, S. E. (2008). Working memory in the classroom. Psychologist, 21, 382-385.

Alloway, T. P., & Gathercole, S. E. (2005). Working memory. Teaching, Thinking & Creativity, 48-51, Winter issue.

Gathercole, S. E., & Alloway, T. P. (2004). Working memory and classroom learning. Dyslexia Review, 15, 4-10.

Gathercole, S. E., & Alloway, T. P. (2004). Working memory and classroom learning. Journal of the Professional for Teachers of Students with Specific Learning Difficulties, 2-12.

Gathercole, S. E. (2002). Working memory in the classroom. Special!, 54-55.


Tests

Baddeley, S. E., Gathercole, S. E., & Spooner, A. (2004). Reading Decision Test. Psychology Press.

Gathercole, S. E., & Baddeley, A. D. (1996). Children's Test of Nonword Repetition. Psychological Corporation: London, UK.

Pickering, S. J. & Gathercole, S. E. (2001). Working Memory Test Battery for Children. Psychological Corporation: London, UK.

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