S
Susan E. Gathercole
Researcher at Cognition and Brain Sciences Unit
Publications - 194
Citations - 35165
Susan E. Gathercole is an academic researcher from Cognition and Brain Sciences Unit. The author has contributed to research in topics: Working memory & Short-term memory. The author has an hindex of 83, co-authored 193 publications receiving 32781 citations. Previous affiliations of Susan E. Gathercole include York University & Durham University.
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Journal ArticleDOI
The influences of number of syllables and wordlikeness on children’s repetition of nonwords
TL;DR: In this paper, the role of phonological memory and linguistic factors in nonword repetition in 4-, 5-, and 6-year-olds was investigated. And the authors found that repetition accuracy in four-, five-, and six-year old children was sensitive to two independent factors: a phonologically memory factor, nonword length, and a linguistic factor, wordlikeness.
Journal ArticleDOI
Working memory and phonological awareness as predictors of progress towards early learning goals at school entry
Tracy Packiam Alloway,Susan E. Gathercole,Anne-Marie Adams,Catherine Willis,Rachel. Eaglen,Emily Lamont +5 more
TL;DR: This article investigated whether working memory skills of children are related to teacher ratings of their progress towards learning goals at the time of school entry, at 4 or 5 years of age, and found that the capacity to store and process material over short periods of time, referred to as working memory, and also the awareness of phonological structure, may play a crucial role in key learning areas for children at the beginning of formal education.
Journal ArticleDOI
Phonological working memory: a critical building block for reading development and vocabulary acquisition?
TL;DR: This paper found that phonological memory skills constrain vocabulary growth during the first year or so in school but that subsequently, vocabulary knowledge is a pacemaker in the development relationship with memory.
Book ChapterDOI
Working Memory in the Classroom
TL;DR: The authors found that children with low scores on standardized assessments of reading and mathematics usually score poorly on complex memory span tasks that involve both the processing and temporary storage of verbal reading material, which may contribute to the failure of such children to make normal scholastic progress.