Ruth M Ford
Biographic Data
| ID | 5710198 |
|---|---|
| NAME | Ruth M Ford |
| GIVEN NAMES | Ruth M |
| FAMILY NAME | Ford |
| SIGNATURE | FORD R M |
| AFFILIATIONS | Anglia Ruskin University , Cambridge |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Metamemory for involuntary autobiographical memories and semantic mind-pops in 5-, 7- and 9-year-old children and young adults
In a cross-sectional study, 5-, 7-, and 9-year-old-children and adults (N = 144, 86 females, predominantly White U.K. sample of lower-middle to middle-class background) were interviewed about their experiences of involuntary autobiographical memories (IAMs) and semantic mind-pops that come to mind unintentionally. Although some age differences emerged, the majority of participants in all age groups claimed familiarity with involuntary memories an…
Effects of incidental reminders on prospective memory in children
Prospective memory (PM) involves remembering to carry out intended actions in the future (e.g., posting a letter on the way to school or passing on a message) and is important for children's independent functioning in daily life. This study examined, for the first time, the effects of incidental reminder cues on children's PM. Five- and 7-year-old children (n = 160, 50% female, predominantly White from lower-middle- to middle-class families) had …
Parent‐delivered compensatory education for children at risk of educational failure
Thirty preschoolers from low‐income families participated in a 12‐month intervention programme, funded by Sure Start, which engaged them in scaffolded educational activities delivered at home by their mothers. Immediately following the programme, the intervention group outperformed matched controls in tests of academic knowledge, receptive vocabulary, and inhibitory control, but not short‐term memory or theory of mind. Teachers' ratings of childr…
No prominent works on this page.
Parent‐delivered compensatory education for children at risk of educational failure
Thirty preschoolers from low‐income families participated in a 12‐month intervention programme, funded by Sure Start, which engaged them in scaffolded educational activities delivered at home by their mothers. Immediately following the programme, the intervention group outperformed matched controls in tests of academic knowledge, receptive vocabulary, and inhibitory control, but not short‐term memory or theory of mind. Teachers' ratings of childr…
Metamemory for involuntary autobiographical memories and semantic mind-pops in 5-, 7- and 9-year-old children and young adults
In a cross-sectional study, 5-, 7-, and 9-year-old-children and adults (N = 144, 86 females, predominantly White U.K. sample of lower-middle to middle-class background) were interviewed about their experiences of involuntary autobiographical memories (IAMs) and semantic mind-pops that come to mind unintentionally. Although some age differences emerged, the majority of participants in all age groups claimed familiarity with involuntary memories an…
Effects of incidental reminders on prospective memory in children
Prospective memory (PM) involves remembering to carry out intended actions in the future (e.g., posting a letter on the way to school or passing on a message) and is important for children's independent functioning in daily life. This study examined, for the first time, the effects of incidental reminder cues on children's PM. Five- and 7-year-old children (n = 160, 50% female, predominantly White from lower-middle- to middle-class families) had …
Cognition (3 works) · Developmental psychology (3 works) · Psychology (3 works) · Cognitive Functions and Memory (2 works) · Cognitive psychology (2 works) · Active listening (1 work) · Autobiographical memory (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Childhood amnesia (1 work) · Childhood memory (1 work)