Christopher Jarrold
Biographic Data
| ID | 1663405 |
|---|---|
| NAME | Christopher Jarrold |
| GIVEN NAMES | Christopher |
| FAMILY NAME | Jarrold |
| SIGNATURE | JARROLD C |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0001-8662-0937 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Developmental trajectories of grammatical comprehension in individuals with Williams syndrome
Despite earlier claims that language abilities are intact in individuals with Williams syndrome (WS), many studies have shown that language development is often delayed and atypical, that is, it develops in line with different cognitive abilities compared to typically developing populations. It is unclear, however, whether general cognitive development predicts language comprehension in WS. The current study is the first to examine the developmen…
The development of the adaptive use of different forms of rehearsal in verbal serial recall tasks. A multi-method study
Evidence for positive and negative transfer of abstract task knowledge in adults and school-aged children
Articulatory suppression during instruction encoding impedes performance in choice reaction time tasks
Theories of instruction following assume that language contributes to our ability to understand and implement instructions. The two experiments reported here investigated that assumption. Participants (total N = 96) were required to learn a series of novel tasks, with each task consisting of six arbitrary stimulus-response rules. All tasks were preceded by an instruction phase (a visual depiction of the correct stimulus-response rules for each ta…
The role of language in novel task learning
What limits working memory capacity
We review the evidence for the 3 principal theoretical contenders that vie to explain why and how working memory (WM) capacity is limited. We examine the possibility that capacity limitations arise from temporal decay; we examine whether they might reflect a limitation in cognitive resources; and we ask whether capacity might be limited because of mutual interference of representations in WM. We evaluate each hypothesis against a common set of fi…
The developmental influence of primary memory capacity on working memory and academic achievement
In this study, we investigate the development of primary memory capacity among children. Children between the ages of 5 and 8 completed 3 novel tasks (split span, interleaved lists, and a modified free-recall task) that measured primary memory by estimating the number of items in the focus of attention that could be spontaneously recalled in serial order. These tasks were calibrated against traditional measures of simple and complex span. Clear a…
Reevaluating key evidence for the development of rehearsal: Phonological similarity effects in children are subject to proportional scaling artifacts
The size of an individual's phonological similarity effect for visually presented material is assumed to reflect his or her ability to recode, and by implication rehearse, information in verbal short-term memory. Many studies have shown that under these conditions, the size of this effect interacts with age, tending to be nonsignificant in children younger than 7 years and leading to the conclusion that children of this age do not rehearse. In th…
Theory-of-mind development influences suggestibility and source monitoring
According to the mental-state reasoning model of suggestibility, 2 components of theory of mind mediate reductions in suggestibility across the preschool years. The authors examined whether theory-of-mind performance may be legitimately separated into 2 components and explored the memory processes underlying the associations between theory of mind and suggestibility, independent of verbal ability. Children 3 to 6 years old completed 6 theory-of-m…
Mapping the Developmental Constraints on Working Memory Span Performance
This study investigated the constraints underlying developmental improvements in complex working memory span performance among 120 children of between 6 and 10 years of age. Independent measures of processing efficiency, storage capacity, rehearsal speed, and basic speed of processing were assessed to determine their contribution to age-related variance in complex span. Results showed that developmental improvements in complex span were driven by…
Linking theory of mind and central coherence bias in autism and in the general population
Three experiments investigated whether 2 characteristic aspects of the psychological profile of autism, theory-of-mind deficits and weak central coherence, might be functionally related. Experiment 1 showed that in the general population, performance on a proposed test of theory of mind was inversely related to speed on the Embedded Figures Test, a measure of central coherence bias. Experiments 2 and 3 confirmed that poor theory-of-mind performan…
Mapping the Developmental Constraints on Working Memory Span Performance
This study investigated the constraints underlying developmental improvements in complex working memory span performance among 120 children of between 6 and 10 years of age. Independent measures of processing efficiency, storage capacity, rehearsal speed, and basic speed of processing were assessed to determine their contribution to age-related variance in complex span. Results showed that developmental improvements in complex span were driven by…
Linking theory of mind and central coherence bias in autism and in the general population
Three experiments investigated whether 2 characteristic aspects of the psychological profile of autism, theory-of-mind deficits and weak central coherence, might be functionally related. Experiment 1 showed that in the general population, performance on a proposed test of theory of mind was inversely related to speed on the Embedded Figures Test, a measure of central coherence bias. Experiments 2 and 3 confirmed that poor theory-of-mind performan…
What limits working memory capacity
We review the evidence for the 3 principal theoretical contenders that vie to explain why and how working memory (WM) capacity is limited. We examine the possibility that capacity limitations arise from temporal decay; we examine whether they might reflect a limitation in cognitive resources; and we ask whether capacity might be limited because of mutual interference of representations in WM. We evaluate each hypothesis against a common set of fi…
Theory-of-mind development influences suggestibility and source monitoring
According to the mental-state reasoning model of suggestibility, 2 components of theory of mind mediate reductions in suggestibility across the preschool years. The authors examined whether theory-of-mind performance may be legitimately separated into 2 components and explored the memory processes underlying the associations between theory of mind and suggestibility, independent of verbal ability. Children 3 to 6 years old completed 6 theory-of-m…
The developmental influence of primary memory capacity on working memory and academic achievement
In this study, we investigate the development of primary memory capacity among children. Children between the ages of 5 and 8 completed 3 novel tasks (split span, interleaved lists, and a modified free-recall task) that measured primary memory by estimating the number of items in the focus of attention that could be spontaneously recalled in serial order. These tasks were calibrated against traditional measures of simple and complex span. Clear a…
Linking theory of mind and central coherence bias in autism and in the general population
Three experiments investigated whether 2 characteristic aspects of the psychological profile of autism, theory-of-mind deficits and weak central coherence, might be functionally related. Experiment 1 showed that in the general population, performance on a proposed test of theory of mind was inversely related to speed on the Embedded Figures Test, a measure of central coherence bias. Experiments 2 and 3 confirmed that poor theory-of-mind performan…
Mapping the Developmental Constraints on Working Memory Span Performance
This study investigated the constraints underlying developmental improvements in complex working memory span performance among 120 children of between 6 and 10 years of age. Independent measures of processing efficiency, storage capacity, rehearsal speed, and basic speed of processing were assessed to determine their contribution to age-related variance in complex span. Results showed that developmental improvements in complex span were driven by…
Theory-of-mind development influences suggestibility and source monitoring
According to the mental-state reasoning model of suggestibility, 2 components of theory of mind mediate reductions in suggestibility across the preschool years. The authors examined whether theory-of-mind performance may be legitimately separated into 2 components and explored the memory processes underlying the associations between theory of mind and suggestibility, independent of verbal ability. Children 3 to 6 years old completed 6 theory-of-m…
Reevaluating key evidence for the development of rehearsal: Phonological similarity effects in children are subject to proportional scaling artifacts
The size of an individual's phonological similarity effect for visually presented material is assumed to reflect his or her ability to recode, and by implication rehearse, information in verbal short-term memory. Many studies have shown that under these conditions, the size of this effect interacts with age, tending to be nonsignificant in children younger than 7 years and leading to the conclusion that children of this age do not rehearse. In th…
The developmental influence of primary memory capacity on working memory and academic achievement
In this study, we investigate the development of primary memory capacity among children. Children between the ages of 5 and 8 completed 3 novel tasks (split span, interleaved lists, and a modified free-recall task) that measured primary memory by estimating the number of items in the focus of attention that could be spontaneously recalled in serial order. These tasks were calibrated against traditional measures of simple and complex span. Clear a…
What limits working memory capacity
We review the evidence for the 3 principal theoretical contenders that vie to explain why and how working memory (WM) capacity is limited. We examine the possibility that capacity limitations arise from temporal decay; we examine whether they might reflect a limitation in cognitive resources; and we ask whether capacity might be limited because of mutual interference of representations in WM. We evaluate each hypothesis against a common set of fi…
The role of language in novel task learning
Articulatory suppression during instruction encoding impedes performance in choice reaction time tasks
Theories of instruction following assume that language contributes to our ability to understand and implement instructions. The two experiments reported here investigated that assumption. Participants (total N = 96) were required to learn a series of novel tasks, with each task consisting of six arbitrary stimulus-response rules. All tasks were preceded by an instruction phase (a visual depiction of the correct stimulus-response rules for each ta…
Evidence for positive and negative transfer of abstract task knowledge in adults and school-aged children
Developmental trajectories of grammatical comprehension in individuals with Williams syndrome
Despite earlier claims that language abilities are intact in individuals with Williams syndrome (WS), many studies have shown that language development is often delayed and atypical, that is, it develops in line with different cognitive abilities compared to typically developing populations. It is unclear, however, whether general cognitive development predicts language comprehension in WS. The current study is the first to examine the developmen…
The development of the adaptive use of different forms of rehearsal in verbal serial recall tasks. A multi-method study
Cognitive psychology (10 works) · Psychology (10 works) · Cognition (9 works) · Neuroscience (7 works) · Child and Animal Learning Development (6 works) · Computer Science (6 works) · Developmental psychology (6 works) · Short-term memory (5 works) · Working memory (5 works) · Cognitive Abilities and Testing (4 works)