• Login
• Admin

Retzler, Jenny, Johnson, Samantha, Groom, Madeleine, Hollis, Chris, Budge, Helen and Cragg, Lucy (2018) Cognitive predictors of parent-rated inattention in very preterm children: the role of working memory and processing speed. Child Neuropsychology . ISSN 0929-7049

Hirst, Rebecca J., Cragg, Lucy and Allen, Harriet A. (2018) Vision dominates audition in adults but not children: a meta-analysis of the Colavita effect. Neuroscience and Biobehavioral Reviews . ISSN 1873-7528 (In Press)

Cragg, Lucy, Richardson, Sophie, Hubber, Paula J., Keeble, Sarah and Gilmore, Camilla (2017) When is working memory important for arithmetic?: the impact of strategy and age. PLoS ONE, 12 (12). e0188693/1-e0188693/18. ISSN 1932-6203

Cragg, Lucy, Keeble, Sarah, Richardson, Sophie, Roome, Hannah E. and Gilmore, Camilla (2017) Direct and indirect influences of executive functions on mathematics achievement. Cognition, 162 . pp. 12-26. ISSN 1873-7838

Simms, Victoria, Clayton, Sarah, Cragg, Lucy, Gilmore, Camilla and Johnson, Samantha (2016) Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills. Journal of Experimental Child Psychology, 145 . pp. 22-33. ISSN 1096-0457

Cragg, Lucy (2015) The development of stimulus and response interference control in mid-childhood. Developmental Psychology . ISSN 0012-1649

Groom, Madeleine J. and Cragg, Lucy (2015) Differential modulation of the N2 and P3 event-related potentials by response conflict and inhibition. Brain and Cognition, 97 . pp. 1-9. ISSN 1090-2147

Cragg, Lucy and Nation, Kate (2009) Shifting development in mid-childhood: the influence of between-task interference. Developmental Psychology, 45 (5). pp. 1465-1479. ISSN 0012-1649

Cragg, Lucy and Nation, Kate (2008) Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood. Developmental Science, 11 (6). pp. 819-827. ISSN 1363-755X

Cragg, Lucy and Nation, Kate (2007) Self-ordered pointing as a test of working memory in typically developing children. Memory, 15 (5). pp. 526-535.