Benefit of enactment over oral repetition of verbal instruction does not require additional working memory during encoding

Por Yang, Tianxiao, Gathercole, Susan E., Allen, Richard J.
Publicado em 2013

Does working memory training lead to generalized improvements in children with low working memory? A randomized controlled trial

Por Dunning, Darren L, Holmes, Joni, Gathercole, Susan E
Publicado no Dev Sci (2013)

Following instructions in a virtual school: Does working memory play a role?

Por Jaroslawska, Agnieszka J., Gathercole, Susan E., Logie, Matthew R., Holmes, Joni
Publicado no Mem Cognit (2015)

Following instructions from working memory: Why does action at encoding and recall help?

Por Jaroslawska, Agnieszka J., Gathercole, Susan E., Allen, Richard J., Holmes, Joni
Publicado no Mem Cognit (2016)

How Common are WM Deficits in Children with Difficulties in Reading and Mathematics?()

Por Gathercole, Susan E., Woolgar, Francesca, Kievit, Rogier A., Astle, Duncan, Manly, Tom, Holmes, Joni
Publicado no J Appl Res Mem Cogn (2016)

Children with low working memory and children with ADHD: same or different?

Por Holmes, Joni, Hilton, Kerry A., Place, Maurice, Alloway, Tracy P., Elliott, Julian G., Gathercole, Susan E.
Publicado no Front Hum Neurosci (2014)

Children’s and adults’ processing of anomaly and implausibility during reading: Evidence from eye movements

Por Joseph, Holly S. S. L., Liversedge, Simon P., Blythe, Hazel I., White, Sarah J., Gathercole, Susan E., Rayner, Keith
Publicado em 2007