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PUBLICATIONS

 

Neurodevelopmental disorders of learning

 Gathercole, S. E., Astle, D. A., Manly, T., CALM Team, Holmes, J. (2018, subm.). Cognition and behaviour in learning difficulties and ADHD: A dimensional approach. bioRxiv, https://doi.org/10.1101/260265.

Holmes, J., Bryant, A., CALM Team, Gathercole, S.E. (2018). A transdiagnostic study of children with problems of attention, learning and memory (CALM). bioRxiv, https://doi.org/10.1101/303826

Bathelt, J., Gathercole, S. E., Butterfield, S., & Astle, D. E. (2018). Children's academic attainment is linked to the global organization of the white matter connectome. Developmental Science.

Bathelt, J., Gathercole, S. E., Johnson, A., & Astle, D. E. (2017). Differences in brain morphology and working memory capacity across childhood. Developmental Science.

Bathelt, J., Gathercole, S. E., Johnson, A., & Astle, D. E. (2016). Changes in brain morphology and working memory capacity over childhood. bioRxiv, 069617.

Hawkins, E., Gathercole, S., Astle, D., Holmes, J., & CALM Team. (2016). Language Problems and ADHD Symptoms: How Specific Are the Links? Brain Sciences, 6(4), 50.

Gathercole, S. E., Woolgar, F., Kievit, R. A., Astle, D., Manly, T., Holmes, J., & CALM Team. (2016). How common are WM deficits in children with difficulties in reading and mathematics? Journal of Applied Research in Memory and Cognition.

Holmes J, Hilton K, Place M, Alloway TP, Elliott J, Gathercole SE (2014). Children with low working memory and children with ADHD: same or different? Frontiers in Human Neuroscience, 8, 976 doi: 10.3389/fnhum.2014.00976.

Wang S, Gathercole SE (2015). Interference control in children with reading difficulties. Child Neuropsychology, 21, 418-431. doi: 10.1080/09297049.2014.918594

Gathercole SE, Holmes J (2014). Developmental impairments of working memory: profiles and interventions. Perspectives on Language and Literacy, Spring 2013, 36-39.

Wang, S. & Gathercole, S.E. (2013). Working memory deficits in children with reading difficulties: Memory span and dual task coordination. Journal of Experimental Child Psychology, 115, 188-197. doi: 10.1016/j.jecp.2012.11.015.

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.

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

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). Examining the link between working memory behaviour and academic attainment in children with ADHD. Developmental Medicine and Child Neurology, 40, 353-366.

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.

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.

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.

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.

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.

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., 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 memory skills. Quarterly Journal of Experimental Psychology, 61, 474-490.

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.

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

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

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

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.

Working memory

Nicolaou, E., Quach, J., Lum, J., Roberts, G., Spencer‐Smith, M., Gathercole, S., ... & Wake, M. (2017). Changes in verbal and visuospatial working memory from Grade 1 to Grade 3 of primary school: Population longitudinal study. Child: Care, Health and Development.

Roberts G, Quach J, Mensah F, Gathercole SE, Gold L, Anderson P et al. (2015). Schooling duration rather than chronological age predicts working memory between 6 and 7 years: the Memory Maestros study. Journal of Developmental and Behavioral Pediatrics, 36, 68-74. doi: 10.1097/DBP.0000000000000121

Warmington M, Hitch GJ, Gathercole SE. (2012). Improving word learning in children using an errorless technique. Journal of Experimental Child Psychology, 114, http://10.1016/j.jecp.2012.10.007

Engel de Abreu PMJ, Gathercole SE (2012). Executive and language processes in second language acquisition.  Journal of Educational Psychology, 104, 874-986. doi 10.1037/a0028390.

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. Doi:10.1016/j.lindif.2011.06.002.

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.

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

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. 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, [1].

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.

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.

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.

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.

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.

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.

 

Working memory training

 

Holmes, J., Woolgar, F., Hampshire, A., & Gathercole, S. E. (subm). Are working memory training effects paradigm-specific?

Gathercole, S. E., Dunning, D., Holmes, J., & Norris, D. (under revision). Working memory training involves learning new skills.

Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, E. A. (2016). Do “Brain-Training” Programs Work?. Psychological Science in the Public Interest, 17(3), 103-186.

Holmes, J., Byrne, E. M., Gathercole, S. E., & Ewbank, M. P. (2016). Transcranial random noise stimulation does not enhance the effects of working memory training. Journal of cognitive neuroscience.

Roberts, G., Quach, J., Spencer-Smith, M., Anderson, P. J., Gathercole, S., Gold, L., ... & Wake, M. (2016). Academic outcomes 2 years after working memory training for children with low working memory: a randomized clinical trial. JAMA pediatrics, 170(5), e154568-e154568.

Holmes J, Butterfield S, Cormack F, van Loenhoud A, Ruggero L, Kashikar L, Gathercole SE (2015). Improving working memory in children with low language abilities. Frontiers in Psychology, 6, 519. Doi: 10.3389/fpsyg.2015.00519

Holmes J, Gathercole SE (2013). Taking working memory training from the laboratory into schools. Educational Psychology, 34, 440-450.

Pascoe L, Roberts G, Doyle LW, Lee KJ, Thompson DK, Seal ML, .. Gathercole SE. …et al. (2013). Preventing academic difficulties in preterm children: a randomized controlled trial of an adaptive working memory training intervention - IMPRINT study. BMC Pediatrics, 13: 144, doi www.biomedcentral.com/1471-2431/144.

Dunning D, Holmes J, Gathercole SE. (2013). Does working memory training lead to generalised improvements in children with low working memory? A randomised controlled trial. Developmental Science, 16, 915-925.

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, 201-203  doi http://dx.doi.org/10.1016/j.jarmac.2012.07.007

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.

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

Gathercole, S.E. (2014). Working memory training and ADHD - where does its potential lie? Reflections on Chacko et al. (2014). Journal of Child Psychology and Psychiatry. 55, 256-7. doi 10.1111/jcpp.12196.

 

Short-term memory

 

Jaroslawska, A. J., Gathercole, S. E., & Holmes, J. (2018). Following instructions in a dual-task paradigm: Evidence for a temporary motor store in working memory. Quarterly Journal of Experimental Psychology, 1747021817743492.

Yang, T. X., Allen, R. J., & Gathercole, S. E. (2016). Examining the role of working memory resources in following spoken instructions. Journal of Cognitive Psychology, 28(2), 186-198.

Jaroslawska, A. J., Gathercole, S. E., Allen, R. J., & Holmes, J. (2016). Following instructions from working memory: Why does action at encoding and recall help?. Memory & Cognition, 44(8), 1183-1191.

Jaroslawska, A. J., Gathercole, S. E., Logie, M. R., & Holmes, J. (2016). Following instructions in a virtual school: Does working memory play a role? Memory & Cognition, 44(4), 580-589.

Yang, T., Gathercole, S.E, Allen, R.J. (2014). Benefit of enactment over oral repetition of verbal instruction does not require additional working memory during encoding. Psychonomic Bulletin & Review, 21, 186-92.

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.

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.

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.

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.

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.

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

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

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.

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.

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

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.

Adams, A.-M. & Gathercole, 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.

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. & 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., 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.
 
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.
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