Joni Holmes
Biographic Data
| ID | 6604783 |
|---|---|
| NAME | Joni Holmes |
| GIVEN NAMES | Joni |
| FAMILY NAME | Holmes |
| SIGNATURE | HOLMES J |
| AFFILIATIONS | University of East Anglia |
| ORCID | 0000-0002-6821-2793 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Evidence for separate backward recall and n -back working memory factors
Multiple studies have explored the factor structure of working memory (WM) tasks, yet few have done so controlling for both the domain and category of the memory items in a single study. In the current pre-registered study, we conducted a large-scale latent variable analysis using variant forms of n-back and backward recall tasks to test whether they measured a single underlying construct, or were distinguished by stimuli-, domain-, or paradigm-s…
Transdiagnostic profiles of behaviour and communication relate to academic and socioemotional functioning and neural white matter organisation
BACKGROUND: Behavioural and language difficulties co-occur in multiple neurodevelopmental conditions. Our understanding of these problems has arguably been slowed by an overreliance on study designs that compare diagnostic groups and fail to capture the overlap across different neurodevelopmental disorders and the heterogeneity within them. METHODS: We recruited a large transdiagnostic cohort of children with complex needs (N = 805) to identify d…
Annual Research Review
Practitioners frequently use diagnostic criteria to identify children with neurodevelopmental disorders and to guide intervention decisions. These criteria also provide the organising framework for much of the research focussing on these disorders. Study design, recruitment, analysis and theory are largely built on the assumption that diagnostic criteria reflect an underlying reality. However, there is growing concern that this assumption may not…
Age-related differences in adults’ ability to follow spoken instructions
A growing body of research illustrates that working memory capacity is a crucial limiting factor in our ability to follow spoken instructions. Despite the ubiquitous nature of instruction following throughout the lifespan, how the natural ageing process affects the ability to do so is not yet fully understood. In this study, we investigated the consequences of action at encoding and recall on the ability to follow spoken instructions. Younger ( 6…
Cognitive dimensions of learning in children with problems in attention, learning, and memory
A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognised as having problems in attention, learning and memory by a health or education practitioner. Assessments included phonological processing, information processing speed, short-term and working memory, and executive functions, and attainments in word reading, spelling, and maths. Da…
Interventions targeting working memory in 4–11 year olds within their everyday contexts
Adaptive training leads to sustained enhancement of poor working memory in children
Working memory plays a crucial role in supporting learning, with poor progress in reading and mathematics characterizing children with low memory skills. This study investigated whether these problems can be overcome by a training program designed to boost working memory. Children with low working memory skills were assessed on measures of working memory, IQ and academic attainment before and after training on either adaptive or non‐adaptive vers…
The Diagnostic Utility of Behavioral Checklists in Identifying Children with ADHD and Children with Working Memory Deficits
No prominent works on this page.
Adaptive training leads to sustained enhancement of poor working memory in children
Working memory plays a crucial role in supporting learning, with poor progress in reading and mathematics characterizing children with low memory skills. This study investigated whether these problems can be overcome by a training program designed to boost working memory. Children with low working memory skills were assessed on measures of working memory, IQ and academic attainment before and after training on either adaptive or non‐adaptive vers…
The Diagnostic Utility of Behavioral Checklists in Identifying Children with ADHD and Children with Working Memory Deficits
Interventions targeting working memory in 4–11 year olds within their everyday contexts
Age-related differences in adults’ ability to follow spoken instructions
A growing body of research illustrates that working memory capacity is a crucial limiting factor in our ability to follow spoken instructions. Despite the ubiquitous nature of instruction following throughout the lifespan, how the natural ageing process affects the ability to do so is not yet fully understood. In this study, we investigated the consequences of action at encoding and recall on the ability to follow spoken instructions. Younger ( 6…
Cognitive dimensions of learning in children with problems in attention, learning, and memory
A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognised as having problems in attention, learning and memory by a health or education practitioner. Assessments included phonological processing, information processing speed, short-term and working memory, and executive functions, and attainments in word reading, spelling, and maths. Da…
Annual Research Review
Practitioners frequently use diagnostic criteria to identify children with neurodevelopmental disorders and to guide intervention decisions. These criteria also provide the organising framework for much of the research focussing on these disorders. Study design, recruitment, analysis and theory are largely built on the assumption that diagnostic criteria reflect an underlying reality. However, there is growing concern that this assumption may not…
Transdiagnostic profiles of behaviour and communication relate to academic and socioemotional functioning and neural white matter organisation
BACKGROUND: Behavioural and language difficulties co-occur in multiple neurodevelopmental conditions. Our understanding of these problems has arguably been slowed by an overreliance on study designs that compare diagnostic groups and fail to capture the overlap across different neurodevelopmental disorders and the heterogeneity within them. METHODS: We recruited a large transdiagnostic cohort of children with complex needs (N = 805) to identify d…
Evidence for separate backward recall and n -back working memory factors
Multiple studies have explored the factor structure of working memory (WM) tasks, yet few have done so controlling for both the domain and category of the memory items in a single study. In the current pre-registered study, we conducted a large-scale latent variable analysis using variant forms of n-back and backward recall tasks to test whether they measured a single underlying construct, or were distinguished by stimuli-, domain-, or paradigm-s…
Psychology (7 works) · Cognition (6 works) · Cognitive psychology (6 works) · Developmental psychology (6 works) · Working memory (4 works) · Attention Deficit Hyperactivity Disorder (3 works) · Clinical Psychology (3 works) · Cognitive Abilities and Testing (3 works) · Computer Science (3 works) · Executive functions (3 works)