Susan Gathercole

Q: What Schools Are Affiliated With Susan Gathercole

Susan Gathercole is affiliated with the following schools: University of York, University of Bristol, Lancaster University, University of Oxford, Durham University, University of Cambridge

Susan Gathercole's AcademicInfluence.com Rankings

Susan Gathercole

Psychology

#1836

World Rank

#2179

Historical Rank

Cognitive Psychology

#179

World Rank

#185

Historical Rank

psychology Degrees

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Psychology

Susan Gathercole's Degrees

PhD Psychology University of Oxford

Why Is Susan Gathercole Influential?

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According to Wikipedia, Susan Elizabeth Gathercole was the Unit Director at the MRC Cognition and Brain Sciences Unit. from 2011 until 2018. She is a research psychologist, best known for her studies into working memory deficits in children. She has worked extensively with Professor Alan Baddeley, the co-creator, along with Professor Graham Hitch, of arguably the most well-researched working memory model. In 2014 she was elected a Fellow of the British Academy, the United Kingdom's national academy for the humanities and social sciences.

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Susan Gathercole's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Phonological memory deficits in language disordered children: Is there a causal connection? ☆ (1990) (1538)
The structure of working memory from 4 to 15 years of age. (2004) (1525)
Executive functions and achievements in school: Shifting, updating, inhibition, and working memory (2006) (1166)
Adaptive training leads to sustained enhancement of poor working memory in children. (2009) (992)
Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study (1989) (979)
Working memory skills and educational attainment: evidence from national curriculum assessments at 7 and 14 years of age (2004) (929)
Verbal and visuospatial short-term and working memory in children: are they separable? (2006) (901)
Nonword repetition and word learning: The nature of the relationship (2006) (831)
Working memory in children with reading disabilities. (2006) (770)
Do “Brain-Training” Programs Work? (2016) (752)
Phonological memory and vocabulary development during the early school years: A longitudinal study. (1992) (718)
Working memory deficits in children with low achievements in the national curriculum at 7 years of age. (2000) (705)
Working Memory and Language (2018) (691)
Cognitive approaches to the development of short-term memory (1999) (579)
A structural analysis of working memory and related cognitive skills in young children. (2004) (579)
Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords (1995) (521)
The role of phonological memory in vocabulary acquisition: A study of young children learning new names (1990) (520)
Short-term and working memory in specific language impairment. (2006) (515)
The cognitive and behavioral characteristics of children with low working memory. (2009) (469)
Phonological short-term memory and new word learning in children. (1997) (462)
Assessment of Working Memory in Six- and Seven-Year-Old Children. (2000) (402)
Phonological short-term memory and vocabulary development: Further evidence on the nature of the relationship. (1999) (395)
Working Memory Deficits can be Overcome: Impacts of Training and Medication on Working Memory in Children with ADHD (2010) (386)
Phonotactic influences on short-term memory. (1999) (375)
Phonological working memory and speech production in preschool children. (1995) (352)
The influences of number of syllables and wordlikeness on children’s repetition of nonwords (1991) (329)
Limitations in working memory: implications for language development. (2000) (325)
The development of memory. (1998) (325)
Working memory and phonological awareness as predictors of progress towards early learning goals at school entry (2005) (312)
Phonological working memory: A critical building block for reading development and vocabulary acquisition? (1993) (303)
Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels (2003) (297)
Working Memory in the Classroom (2006) (289)
Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children (1991) (284)
Working Memory and Learning: A Practical Guide for Teachers (2008) (279)
Phonological Short-term Memory and Foreign Language Learning (1999) (259)
Phonological working memory in very young children (1993) (256)
Models Of Short-Term Memory (1996) (248)
Evaluating the validity of the Automated Working Memory Assessment (2008) (235)
Development of Memory for Pattern and Path: Further Evidence for the Fractionation of Visuo-Spatial Memory (2001) (233)
Dissociable Lexical and Phonological Influences on Serial Recognition and Serial Recall (2001) (229)
Practitioner review: short-term and working memory impairments in neurodevelopmental disorders: diagnosis and remedial support. (2006) (229)
Developmental consequences of poor phonological short-term memory function in childhood: a longitudinal study. (2005) (222)
Does working memory training lead to generalized improvements in children with low working memory? A randomized controlled trial (2013) (217)
Attentional and Executive Function Behaviours in Children with Poor Working Memory. (2008) (214)
Language-specific Knowledge and Short-term Memory in Bilingual and Non-bilingual Children (1999) (209)
Children's phonological working memory: Contributions of long-term knowledge and rehearsal (1994) (206)
Nonword repetition: a comparison of tests. (2006) (204)
Verbal and non-verbal working memory and achievements on National Curriculum tests at 11 and 14 years of age (2003) (194)
Taking working memory training from the laboratory into schools (2013) (193)
Working Memory and Fluid Intelligence in Young Children. (2010) (191)
Contrasting contributions of phonological short‐term memory and long‐term knowledge to vocabulary learning in a foreign language (2005) (188)
Phonological Working Memory and Spoken Language Development in Young Children (1996) (181)
Are working memory measures free of socioeconomic influence? (2008) (171)
Academic Outcomes 2 Years After Working Memory Training for Children With Low Working Memory: A Randomized Clinical Trial. (2016) (164)
Do young children rehearse? An individual-differences analysis (1994) (158)
Nonword repetition in specific language impairment: More than a phonological short-term memory deficit (2007) (152)
The children's test of non-word repetition (1996) (151)
Recollections of true and false autobiographical memories. (1996) (147)
Working memory abilities and children's performance in laboratory analogues of classroom activities (2008) (145)
Short-term memory and language outcomes after extreme prematurity at birth. (1998) (135)
The complexities of complex memory span: Storage and processing deficits in specific language impairment☆ (2007) (132)
Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement (2019) (130)
Exploring long-term modality effects: Vocalization leads to best retention (1988) (120)
Phonological short-term memory contributions to sentence processing in young children (2001) (120)
Modality and long-term memory (1987) (120)
The working memory rating scale: A classroom-based behavioral assessment of working memory (2009) (120)
Working memory deficits in children with reading difficulties: memory span and dual task coordination. (2013) (118)
Working memory training involves learning new skills (2016) (115)
Disentangling the relationship between working memory and language: The roles of short-term storage and cognitive control (2011) (115)
Verbal and visuospatial short-term memory in children: Evidence for common and distinct mechanisms (1998) (110)
Executive and phonological processes in second-language acquisition. (2012) (108)
The Diagnostic Utility of Executive Function Assessments in the Identification of ADHD in Children. (2010) (105)
Visuospatial immediate memory in specific language impairment. (2006) (104)
Research Section: Working memory deficits in children with special educational needs (2003) (104)
Everyday memory and cognitive ability in children born very prematurely. (2001) (103)
Block design performance in the Williams syndrome phenotype: a problem with mental imagery? (2001) (102)
Neuropsychology and working memory: A review. (1994) (97)
Working memory and classroom learning (2004) (97)
Interactive processes in phonological memory (1996) (96)
Examining the link between working memory behaviour and academic attainment in children with ADHD (2010) (95)
Divided attention, selective attention and drawing: processing preferences in Williams syndrome are dependent on the task administered (2003) (89)
The Role of Sentence Recall in Reading and Language Skills of Children with Learning Difficulties. (2005) (86)
Can reading accuracy and comprehension be separated in the Neale Analysis of Reading Ability? (2004) (85)
Redintegration and the benefits of long-term knowledge in verbal short-term memory: An evaluation of Schweickert’s (1993) multinomial processing tree model (2005) (84)
Working Memory and Neurodevelopmental Disorders (2006) (83)
The Diagnostic Utility of Behavioral Checklists in Identifying Children with ADHD and Children with Working Memory Deficits (2009) (83)
Children's and Adults’ Processing of Anomaly and Implausibility during Reading: Evidence from Eye Movements (2008) (77)
Children with low working memory and children with ADHD: same or different? (2014) (75)
Following instructions in a virtual school: Does working memory play a role? (2015) (70)
Language familiarity effects in short-term memory: The role of output delay and long-term knowledge (2002) (69)
Working memory and short-term sentence recall in young children (2005) (67)
Language differences in verbal short-term memory do not exclusively originate in the process of subvocal rehearsal (2001) (67)
Children's working memory: investigating performance limitations in complex span tasks. (2005) (63)
Complexities and constraints in nonword repetition and word learning (2006) (61)
An Evaluation of a Classroom-Based Intervention to Help Overcome Working Memory Difficulties and Improve Long-Term Academic Achievement (2010) (59)
How Common are WM Deficits in Children with Difficulties in Reading and Mathematics?☆ (2016) (58)
Developmental Changes in Short-term Memory: A Revised Working Memory Perspective (2019) (58)
Working memory abilities in children with special educational needs (2005) (57)
The assessment of phonological memory skills in preschool children (1995) (51)
Improving working memory in children with low language abilities (2015) (48)
Phonological similarity effects in verbal complex span (2005) (47)
Benefit of enactment over oral repetition of verbal instruction does not require additional working memory during encoding (2013) (46)
Nonword repetition: More than just a phonological output task (1995) (44)
Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders. (2021) (44)
Improving word learning in children using an errorless technique. (2013) (43)
Nonword repetition and serial recall: Equivalent measures of verbal short-term memory? (2007) (43)
Deficits in Verbal Long-Term Memory and Learning in Children with Poor Phonological Short-Term Memory Skills (2008) (43)
Poor working memory: impact and interventions. (2010) (42)
The Processing of Non-target Words: Semantic or Not? (1990) (42)
Data-Driven Subtyping of Executive Function–Related Behavioral Problems in Children (2018) (42)
Short-term memory may yet be deficient in children with language impairments: a comment on van der Lely & Howard (1993) (1995) (39)
Estimating the Capacity of Phonological Short-term Memory (1999) (39)
Language Problems and ADHD Symptoms: How Specific Are the Links? (2016) (38)
Combining attributes in specified and categorized target search: Further evidence for strategic differences (1984) (38)
Spatial Factors in Visual Attention: Some Compensatory Effects of Location and Time of Arrival of Nontargets (1987) (37)
Following instructions from working memory: Why does action at encoding and recall help? (2016) (37)
Preventing academic difficulties in preterm children: a randomised controlled trial of an adaptive working memory training intervention – IMPRINT study (2013) (37)
Cogmed training: Let's be realistic about intervention research (2012) (37)
Differences in brain morphology and working memory capacity across childhood (2017) (36)
Nonword repetition, phonological memory, and vocabulary: A reply to Snowling, Chiat, and Hulme (1991) (34)
Learning to read: The role of the phonological loop. (1992) (34)
Errors in nonword repetition: bridging short- and long-term memory. (2006) (33)
Stimulus similarity decrements in children's working memory span (2005) (32)
Can improving working memory prevent academic difficulties? a school based randomised controlled trial (2011) (30)
Commentary: Working memory training and ADHD - where does its potential lie? Reflections on Chacko et al. (2014). (2014) (30)
Long‐Term Academic Functioning Following Cogmed Working Memory Training for Children Born Extremely Preterm: A Randomized Controlled Trial (2018) (29)
Protocol for a transdiagnostic study of children with problems of attention, learning and memory (CALM) (2019) (29)
Word learning in language-impaired children (1993) (28)
Multisyllabic nonwords: more than a string of syllables. (2009) (27)
Examining the role of working memory resources in following spoken instructions (2016) (27)
Lexicality and interference in working memory in children and in adults (2006) (27)
Prevalence of SLI in Language Resource Units (2006) (27)
Sense and sensitivity in phonological memory and vocabulary development: a reply to Bowey (1996). (1997) (26)
Modality and phonological similarity effects in serial recall: Does one’s own voice play a role? (1982) (26)
Does weak reading comprehension reflect an integration deficit (2006) (26)
Working memory and learning during the school years (2004) (26)
Further evidence of interference between lipreading and auditory recency. (1983) (25)
Cognitive adaptations arising from nonnative experience of sign language in hearing adults (2007) (24)
Schooling Duration Rather Than Chronological Age Predicts Working Memory Between 6 and 7 Years: Memory Maestros Study (2015) (24)
The Role of Phonological Memory in Normal and Disordered Language Development (1989) (21)
A generative network model of neurodevelopmental diversity in structural brain organization (2021) (21)
Following instructions in a dual-task paradigm: Evidence for a temporary motor store in working memory (2018) (20)
Copyright © The British Psychological Society Unauthorised use and reproduction in any form (including the internet and other electronic means) is prohibited without prior permission from the Society. (2005) (19)
Writing and Long-Term Memory: Evidence for a “Translation” Hypothesis (1990) (19)
Serial Recall of Rhythms and Verbal Sequences: Impacts of Concurrent Tasks and Irrelevant Sound (2011) (18)
Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory. (2020) (17)
Working Memory and Study Skills: A Comparison between Dyslexic and Non-dyslexic Adult Learners☆ (2013) (17)
Children's academic attainment is linked to the global organization of the white matter connectome (2018) (16)
Influences of delayed distraction on the modality effect in free recall. (1983) (16)
The Impact of Developmental Visuospatial Learning Difficulties on British Sign Language (2002) (14)
Are Working Memory Training Effects Paradigm-Specific? (2019) (14)
Can short-term memory be trained? (2019) (14)
The Modality Effect and Articulation (1986) (13)
In Theories of memory (1993) (13)
Are working memory training effects paradigm-specific? (2018) (13)
"Phonotactic influences on short-term memory": Correction. (1999) (12)
Transcranial Random Noise Stimulation Does Not Enhance the Effects of Working Memory Training (2016) (12)
2.04 – Working Memory (2008) (11)
Interference control in children with reading difficulties (2015) (11)
How do we perform backward serial recall? (2019) (10)
Working memory training and brain structure and function in extremely preterm or extremely low birth weight children (2019) (9)
The effects of transcranial direct current stimulation on within- and cross-paradigm transfer following multi-session backward recall training (2019) (9)
Individual differences in learning and memory: Psychometrics and the single case. (1999) (8)
The development and impairment of working memory. (2000) (8)
Phonological short-term memory contributions to sentence processing in young children. (2001) (8)
Everyday memory research and its applications (1992) (8)
Theoretical and Practical Issues (2014) (7)
The effects of prosodic features and wordlikeness on nonword repetition performance among young Japanese children1 (2011) (7)
The transdiagnostic revolution in neurodevelopmental disorders (2021) (7)
Changes in verbal and visuospatial working memory from Grade 1 to Grade 3 of primary school: Population longitudinal study (2018) (7)
Working memory profiles of children with reading difficulties who are learning to read in Greek. (2020) (6)
Differential Patterns of Prefrontal MEG Activation during Verbal & Visual Encoding and Retrieval (2013) (6)
Correction to:“Evaluating the validity of the Automated Working Memory Assessment” (2011) (6)
Short-term and working memory : a special issues of memory (2001) (5)
The Effectiveness of Working Memory Training for Children With Low Working Memory (2020) (5)
The role of the working memory in the early phases of learning to read (2015) (4)
Verbal Working Memory: A View with a Room@@@Working Memory and Language (1995) (4)
A transdiagnostic study of children with problems of attention, learning and memory (CALM) (2018) (4)
Cognition and behaviour in learning difficulties and ADHD: A dimensional approach (2018) (4)
Memory tests and techniques (1994) (4)
Corrigendum to ‘Working memory training involves learning new skills’. [J. Memory Language 105 (2019) 19–42] (2019) (4)
The role of the structural connectome in literacy and numeracy development in children (2017) (4)
Nonwords and the Phonological Loop: A Comment on Saito (1995) (1996) (3)
Theories Of Memory II (2014) (3)
Can short-term memory be trained? (2019) (3)
ARE WORKING MEMORY MEASURES FREE OF SOCIO-ECONOMIC AND CULTURAL INFLUENCES? (2007) (2)
The Practice of Memory (2019) (1)
Working memory, phonological awareness, and language learning (2007) (1)
Working Memory and Language A latent variable longitudinal study (2008) (1)
Feature coding dataset for trained and untrained working memory tasks in randomized controlled trials of working memory training (2018) (1)
Introduction to Working Memory (2014) (0)
Short reports: Executive function in children with reading difficulties (2011) (0)
Proceedings of the Experimental Psychology Society 2001 (2001) (0)
Improving Methodological Standards in Behavioral Interventions for Cognitive Enhancement (2019) (0)
Asymmetric negative transfer effects of working memory training. (2023) (0)
Media and Commentaries (2015) (0)
Changes in brain morphology and working memory capacity over childhood (2016) (0)
Benefit of enactment over oral repetition of verbal instruction does not require additional working memory during encoding (2013) (0)
The Different Faces of Working Memory: In Development@@@The Development of Working Memory (1996) (0)
Working memory, phonological awareness, and developing language skills (2008) (0)
Book Review: Varieties of Attention (1986) (0)
Chapter 4: Contingency Analyses of Memory (1999) (0)
Visual Word Recognition (2014) (0)
Following instructions in a virtual school: Does working memory play a role? (2015) (0)
Path between working memory, phonological awareness, and language: Evidence from children in a multilingual society (2007) (0)
The Development of Working Memory (2014) (0)
Following instructions in a dual-task paradigm (2017) (0)
Part 7. Working memory (2007) (0)
The object-oriented episodic record model (2013) (0)
APS volume 31 issue 4 Cover and Back matter (2010) (0)
Working memory and learning: Evidence from a population of trilingual children (2009) (0)
The Time Course of Updating in Running Span (2019) (0)
The development of working memory capacity and fluid intelligence in children (2010) (0)
How do we perform backward serial recall? (2019) (0)
Brave new word: Multilingualism and language learning. A study of Portuguese immigrant children growing up in a plurilingual society (2008) (0)
An Introduction to Reading Development (2014) (0)
Back Cover: Cover Image, Volume 21, Issue 5 (2018) (0)
Running head: COGNITIVE ADAPTATIONS IN HEARING NON-NATIVE SIGNERS (2006) (0)
PSPI - Do "Brain Training" Programs Work? (2015) (0)
Editorial (2002) (0)
APS volume 30 issue 4 Cover and Back matter (2009) (0)
Following instructions from working memory: Why does action at encoding and recall help? (2016) (0)
Links between working memory, phonological awareness, and language learning (2007) (0)

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What Schools Are Affiliated With Susan Gathercole?

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Susan Gathercole's Academic­Influence.com Rankings