Susan Gathercole
Dados Biográficos
| ID | 3657968 |
|---|---|
| NOME | Susan Gathercole |
| PRENOMES | Susan |
| SOBRENOME | Gathercole |
| ASSINATURA | GATHERCOLE S |
| AFILIAÇÕES | Durham University |
| ORCID | 0000-0001-6618-586X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAÇÕES | 203 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1983 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 7 |
Does working memory training in children need to be adaptive? A randomized controlled trial
Most cognitive training programs are adaptive, despite limited direct evidence that this maximizes children's outcomes. This randomized controlled trial evaluated working memory training with difficulty of activities presented using adaptive, self-select, or stepwise compared with an active control. At baseline, immediately, and 6-months post-intervention, 201 Australian primary school children (101 males, 7–11 years) completed working memory tes…
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…
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…
Research priorities for the Covid-19 pandemic and beyond
The severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) that has caused the coronavirus disease 2019 (COVID-19) pandemic represents the greatest international biopsychosocial emergency the world has faced for a century, and psychological science has an integral role to offer in helping societies recover. The aim of this paper is to set out the shorter- and longer-term priorities for research in psychological science that will (a) frame t…
Do “Brain-Training” Programs Work?
In 2014, two groups of scientists published open letters on the efficacy of brain-training interventions, or “brain games,” for improving cognition. The first letter, a consensus statement from an international group of more than 70 scientists, claimed that brain games do not provide a scientifically grounded way to improve cognitive functioning or to stave off cognitive decline. Several months later, an international group of 133 scientists and …
The effects of prosodic features and wordlikeness on nonword repetition performance among young Japanese children1
This study investigated how prosodic aspects and wordlikeness of nonwords affect young Japanese children's repetition of nonwords. We contrasted two conditions in which a nonword comprised of two morae was pronounced with and without a small pause between the two morae. We also manipulated accent patterns of presentation of nonwords. The results indicated that the presence of a small pause in a nonword had a facilitating effect on the repetition …
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
Verbal and Visuospatial Short-Term and Working Memory in Children
This study explored the structure of verbal and visuospatial short-term and working memory in children between ages 4 and 11 years. Multiple tasks measuring 4 different memory components were used to capture the cognitive processes underlying working memory. Confirmatory factor analyses indicated that the processing component of working memory tasks was supported by a common resource pool, while storage aspects depend on domain-specific verbal an…
Nonword repetition and word learning
This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claim…
Working memory in children with reading disabilities
Executive functions and achievements in school
Links have recently been established between measures of educational attainment and both verbal and visuo-spatial aspects of working memory. Relationships have also been identified between specific executive functions—shifting, updating, and inhibition—and scholastic achievement. In the present study, scholastic attainment, shifting, updating, inhibition, and verbal and visuo-spatial working memory were assessed in 11- and 12-year-old children. E…
Working memory skills and educational attainment
The relationship between working memory skills and performance on national curriculum assessments in English, mathematics and science was explored in groups of children aged 7 and 14 years. At 7 years, children's levels of attainment in both English and mathematics were significantly associated with working memory scores, and in particular with performance on complex span tasks. At 14 years, strong links persisted between the complex working memo…
The Structure of Working Memory From 4 to 15 Years of Age
The structure of working memory and its development across the childhood years were investigated in children 4-15 years of age. The children were given multiple assessments of each component of the A. D. Baddeley and G. Hitch (1974) working memory model. Broadly similar linear functions characterized performance on all measures as a function of age. From 6 years onward, a model consisting of 3 distinct but correlated factors corresponding to the …
Can reading accuracy and comprehension be separated in the Neale Analysis of Reading Ability
Background: The Neale Analysis of Reading Ability (NARA) (Neale, 1997) is widely used in education and research. It provides measures of reading accuracy (decoding) and comprehension, which are frequently interpreted separately.Aims: Three studies were conducted to investigate the degree to which the NARA measures could be separated.Samples: British 7- and 8-year-olds participated in Study 1 (N=114) and Study 2 (N=212). In Study 3, 16 skilled and…
Working memory deficits in children with low achievements in the national curriculum at 7 years of age
Background. Close links between children's capacities to store and manipulate information over brief periods have been found with achievements on standardised measures of vocabulary, language comprehension, reading, and mathematics. Aim. The study aimed to investigate whether working memory abilities are also associated with attainment levels in the national curriculum assessments at 7 years of age. Sample. Eighty-three children aged 6 and 7 year…
The phonological loop as a language learning device.
A relatively simple model of the phonological loop (A. D. Baddeley, 1986), a component of working memory, has proved capable of accommodating a great deal of experimental evidence from normal adult participants, children, and neuropsychological patients. Until recently, however, the role of this subsystem in everyday cognitive activities was unclear. In this article the authors review studies of word learning by normal adults and children, neurop…
Phonological short-term memory and new word learning in children
The assessment of phonological memory skills in preschool children
Findings from a longitudinal study designed to investigate phonological working memory skills in preschool children are reported. Two phonological memory tests, digit span and nonword repetition, were given to a large cohort of children at 3,4 and 5 years of age. The majority of children at all ages cooperated on both tests even at 3 years of age, indicating that the tasks are in principle suitable for use with young children. Individual differen…
The children's test of nonword repetition
This article presents findings from the Children's Test of Nonword Repetition (CNRep). Normative data based on its administration to over 600 children aged between four and nine years are reported. Close developmental links are established between CNRep scores and vocabulary, reading, and comprehensive skills in children during the early school years. The links between nonword repetition and language skills are shown to be consistently higher and…
Phonological working memory in very young children
By Gathercole, Susan E.; Adams, Anne-Marie Developmental Psychology. Vol 29(4), Jul 1993, 770-778. Abstract This study was designed to establish whether phonological working memory skills could be assessed in children below 4 yrs of age. A group of 2- and 3-yr-old children were tested on 3 phonological memory measures (digit span, nonword repetition, and word repetition) and were also given tasks that tapped other cognitive skills. Scores on the …
Phonological memory and vocabulary development during the early school years
The nature of the developmental association between phonological memory and vocabulary knowledge was explored in a longitudinal study. At each of 4 waves (at ages 4, 5, 6, and 8 yrs), measures of vocabulary, phonological memory, nonverbal intelligence, and reading were taken from 80 children. Comparisons of cross-lagged partial correlations revealed a significant shift in the causal underpinnings of the relationship between phonological memory an…
Differentiating phonological memory and awareness of rhyme
A study of 4-and 5-year-old children investigated whether measures of phonological memory and rhyme awareness reflect a common phonological processing skill or differentiable phonological abilities. Tests of phonological memory, rhyme oddity detection, reading, vocabulary and non-verbal intelligence were given to the children in each age group. Factor analyses performed on the measures showed that phonological memory and rhyme awareness measures …
Phonological memory deficits in language disordered children
The role of phonological memory in vocabulary acquisition
Correlational studies have suggested that immediate phonological memory, as measured by the capacity to repeat back non-words varying in length, is associated with level of vocabulary in young children. The present study explores the possibility of a causal relationship between phonological memory and vocabulary acquisition by testing the abilities of children high and low in repetition performance to learn labels for unfamiliar toy animals. The …
The Structure of Working Memory From 4 to 15 Years of Age
The structure of working memory and its development across the childhood years were investigated in children 4-15 years of age. The children were given multiple assessments of each component of the A. D. Baddeley and G. Hitch (1974) working memory model. Broadly similar linear functions characterized performance on all measures as a function of age. From 6 years onward, a model consisting of 3 distinct but correlated factors corresponding to the …
Phonological memory and vocabulary development during the early school years
The nature of the developmental association between phonological memory and vocabulary knowledge was explored in a longitudinal study. At each of 4 waves (at ages 4, 5, 6, and 8 yrs), measures of vocabulary, phonological memory, nonverbal intelligence, and reading were taken from 80 children. Comparisons of cross-lagged partial correlations revealed a significant shift in the causal underpinnings of the relationship between phonological memory an…
Phonological short-term memory and new word learning in children
The role of phonological memory in vocabulary acquisition
Correlational studies have suggested that immediate phonological memory, as measured by the capacity to repeat back non-words varying in length, is associated with level of vocabulary in young children. The present study explores the possibility of a causal relationship between phonological memory and vocabulary acquisition by testing the abilities of children high and low in repetition performance to learn labels for unfamiliar toy animals. The …
Working memory deficits in children with low achievements in the national curriculum at 7 years of age
Background. Close links between children's capacities to store and manipulate information over brief periods have been found with achievements on standardised measures of vocabulary, language comprehension, reading, and mathematics. Aim. The study aimed to investigate whether working memory abilities are also associated with attainment levels in the national curriculum assessments at 7 years of age. Sample. Eighty-three children aged 6 and 7 year…
Phonological working memory in very young children
By Gathercole, Susan E.; Adams, Anne-Marie Developmental Psychology. Vol 29(4), Jul 1993, 770-778. Abstract This study was designed to establish whether phonological working memory skills could be assessed in children below 4 yrs of age. A group of 2- and 3-yr-old children were tested on 3 phonological memory measures (digit span, nonword repetition, and word repetition) and were also given tasks that tapped other cognitive skills. Scores on the …
Differentiating phonological memory and awareness of rhyme
A study of 4-and 5-year-old children investigated whether measures of phonological memory and rhyme awareness reflect a common phonological processing skill or differentiable phonological abilities. Tests of phonological memory, rhyme oddity detection, reading, vocabulary and non-verbal intelligence were given to the children in each age group. Factor analyses performed on the measures showed that phonological memory and rhyme awareness measures …
Research priorities for the Covid-19 pandemic and beyond
The severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) that has caused the coronavirus disease 2019 (COVID-19) pandemic represents the greatest international biopsychosocial emergency the world has faced for a century, and psychological science has an integral role to offer in helping societies recover. The aim of this paper is to set out the shorter- and longer-term priorities for research in psychological science that will (a) frame t…
Can reading accuracy and comprehension be separated in the Neale Analysis of Reading Ability
Background: The Neale Analysis of Reading Ability (NARA) (Neale, 1997) is widely used in education and research. It provides measures of reading accuracy (decoding) and comprehension, which are frequently interpreted separately.Aims: Three studies were conducted to investigate the degree to which the NARA measures could be separated.Samples: British 7- and 8-year-olds participated in Study 1 (N=114) and Study 2 (N=212). In Study 3, 16 skilled and…
The assessment of phonological memory skills in preschool children
Findings from a longitudinal study designed to investigate phonological working memory skills in preschool children are reported. Two phonological memory tests, digit span and nonword repetition, were given to a large cohort of children at 3,4 and 5 years of age. The majority of children at all ages cooperated on both tests even at 3 years of age, indicating that the tasks are in principle suitable for use with young children. Individual differen…
Influences of delayed distraction on the modality effect in free recall
The free recall of recency items is better following lists presented auditorily rather than visually. This modality effect was eliminated by a 30‐second, but not a three‐second, period of auditory distraction delayed by 15 seconds following list presentation. It is argued that these findings are entirely consistent with the notion that the modality effect in free recall arises from the direct use of persistent modality‐specific information, and n…
Evaluation of the role of phonological STM in the development of vocabulary in children
Phonological memory deficits in language disordered children
The role of phonological memory in vocabulary acquisition
Correlational studies have suggested that immediate phonological memory, as measured by the capacity to repeat back non-words varying in length, is associated with level of vocabulary in young children. The present study explores the possibility of a causal relationship between phonological memory and vocabulary acquisition by testing the abilities of children high and low in repetition performance to learn labels for unfamiliar toy animals. The …
Differentiating phonological memory and awareness of rhyme
A study of 4-and 5-year-old children investigated whether measures of phonological memory and rhyme awareness reflect a common phonological processing skill or differentiable phonological abilities. Tests of phonological memory, rhyme oddity detection, reading, vocabulary and non-verbal intelligence were given to the children in each age group. Factor analyses performed on the measures showed that phonological memory and rhyme awareness measures …
Phonological memory and vocabulary development during the early school years
The nature of the developmental association between phonological memory and vocabulary knowledge was explored in a longitudinal study. At each of 4 waves (at ages 4, 5, 6, and 8 yrs), measures of vocabulary, phonological memory, nonverbal intelligence, and reading were taken from 80 children. Comparisons of cross-lagged partial correlations revealed a significant shift in the causal underpinnings of the relationship between phonological memory an…
Phonological working memory in very young children
By Gathercole, Susan E.; Adams, Anne-Marie Developmental Psychology. Vol 29(4), Jul 1993, 770-778. Abstract This study was designed to establish whether phonological working memory skills could be assessed in children below 4 yrs of age. A group of 2- and 3-yr-old children were tested on 3 phonological memory measures (digit span, nonword repetition, and word repetition) and were also given tasks that tapped other cognitive skills. Scores on the …
The children's test of nonword repetition
This article presents findings from the Children's Test of Nonword Repetition (CNRep). Normative data based on its administration to over 600 children aged between four and nine years are reported. Close developmental links are established between CNRep scores and vocabulary, reading, and comprehensive skills in children during the early school years. The links between nonword repetition and language skills are shown to be consistently higher and…
The assessment of phonological memory skills in preschool children
Findings from a longitudinal study designed to investigate phonological working memory skills in preschool children are reported. Two phonological memory tests, digit span and nonword repetition, were given to a large cohort of children at 3,4 and 5 years of age. The majority of children at all ages cooperated on both tests even at 3 years of age, indicating that the tasks are in principle suitable for use with young children. Individual differen…
Phonological short-term memory and new word learning in children
The phonological loop as a language learning device.
A relatively simple model of the phonological loop (A. D. Baddeley, 1986), a component of working memory, has proved capable of accommodating a great deal of experimental evidence from normal adult participants, children, and neuropsychological patients. Until recently, however, the role of this subsystem in everyday cognitive activities was unclear. In this article the authors review studies of word learning by normal adults and children, neurop…
Working memory deficits in children with low achievements in the national curriculum at 7 years of age
Background. Close links between children's capacities to store and manipulate information over brief periods have been found with achievements on standardised measures of vocabulary, language comprehension, reading, and mathematics. Aim. The study aimed to investigate whether working memory abilities are also associated with attainment levels in the national curriculum assessments at 7 years of age. Sample. Eighty-three children aged 6 and 7 year…
Working memory skills and educational attainment
The relationship between working memory skills and performance on national curriculum assessments in English, mathematics and science was explored in groups of children aged 7 and 14 years. At 7 years, children's levels of attainment in both English and mathematics were significantly associated with working memory scores, and in particular with performance on complex span tasks. At 14 years, strong links persisted between the complex working memo…
The Structure of Working Memory From 4 to 15 Years of Age
The structure of working memory and its development across the childhood years were investigated in children 4-15 years of age. The children were given multiple assessments of each component of the A. D. Baddeley and G. Hitch (1974) working memory model. Broadly similar linear functions characterized performance on all measures as a function of age. From 6 years onward, a model consisting of 3 distinct but correlated factors corresponding to the …
Can reading accuracy and comprehension be separated in the Neale Analysis of Reading Ability
Background: The Neale Analysis of Reading Ability (NARA) (Neale, 1997) is widely used in education and research. It provides measures of reading accuracy (decoding) and comprehension, which are frequently interpreted separately.Aims: Three studies were conducted to investigate the degree to which the NARA measures could be separated.Samples: British 7- and 8-year-olds participated in Study 1 (N=114) and Study 2 (N=212). In Study 3, 16 skilled and…
Verbal and Visuospatial Short-Term and Working Memory in Children
This study explored the structure of verbal and visuospatial short-term and working memory in children between ages 4 and 11 years. Multiple tasks measuring 4 different memory components were used to capture the cognitive processes underlying working memory. Confirmatory factor analyses indicated that the processing component of working memory tasks was supported by a common resource pool, while storage aspects depend on domain-specific verbal an…
Nonword repetition and word learning
This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claim…
Working memory in children with reading disabilities
Executive functions and achievements in school
Links have recently been established between measures of educational attainment and both verbal and visuo-spatial aspects of working memory. Relationships have also been identified between specific executive functions—shifting, updating, and inhibition—and scholastic achievement. In the present study, scholastic attainment, shifting, updating, inhibition, and verbal and visuo-spatial working memory were assessed in 11- and 12-year-old children. E…
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
The effects of prosodic features and wordlikeness on nonword repetition performance among young Japanese children1
This study investigated how prosodic aspects and wordlikeness of nonwords affect young Japanese children's repetition of nonwords. We contrasted two conditions in which a nonword comprised of two morae was pronounced with and without a small pause between the two morae. We also manipulated accent patterns of presentation of nonwords. The results indicated that the presence of a small pause in a nonword had a facilitating effect on the repetition …
Do “Brain-Training” Programs Work?
In 2014, two groups of scientists published open letters on the efficacy of brain-training interventions, or “brain games,” for improving cognition. The first letter, a consensus statement from an international group of more than 70 scientists, claimed that brain games do not provide a scientifically grounded way to improve cognitive functioning or to stave off cognitive decline. Several months later, an international group of 133 scientists and …
Research priorities for the Covid-19 pandemic and beyond
The severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) that has caused the coronavirus disease 2019 (COVID-19) pandemic represents the greatest international biopsychosocial emergency the world has faced for a century, and psychological science has an integral role to offer in helping societies recover. The aim of this paper is to set out the shorter- and longer-term priorities for research in psychological science that will (a) frame t…
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…
Psychology (27 obras) · Cognition (23 obras) · Cognitive psychology (21 obras) · Developmental psychology (21 obras) · Working memory (20 obras) · Reading and Literacy Development (17 obras) · Linguistics (15 obras) · Short-term memory (15 obras) · Phonology (11 obras) · Cognitive and developmental aspects of mathematical skills (10 obras)