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Professor LUCY CRAGG's Outputs (27)

The development of stimulus and response interference control in mid-childhood (2015)
Journal Article
Cragg, L. (2015). The development of stimulus and response interference control in mid-childhood. Developmental Psychology, https://doi.org/10.1037/dev0000074

Interference control, the ability to overcome distraction from irrelevant information, undergoes considerable improvement during childhood yet the mechanisms driving these changes remain unclear. The present study investigated the relative influence... Read More about The development of stimulus and response interference control in mid-childhood.

Differential modulation of the N2 and P3 event-related potentials by response conflict and inhibition (2015)
Journal Article
Groom, M. J., & Cragg, L. (2015). Differential modulation of the N2 and P3 event-related potentials by response conflict and inhibition. Brain and Cognition, 97, https://doi.org/10.1016/j.bandc.2015.04.004

Background: Developing reliable and specific neural markers of cognitive processes is essential to improve understanding of healthy and atypical brain function. Despite extensive research there remains uncertainty as to whether two electrophysiologic... Read More about Differential modulation of the N2 and P3 event-related potentials by response conflict and inhibition.

Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia (2014)
Journal Article
Simms, V., Gilmore, C., Cragg, L., Clayton, S., Marlow, N., & Johnson, S. (2015). Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia. Pediatric Research, 77, 389-395. https://doi.org/10.1038/pr.2014.184

Background:

Children born very preterm ([under] 32 wk) are at high risk for mathematics learning difficulties that are out of proportion to other academic and cognitive deficits. However, the etiology of mathematics difficulties in very preterm ch... Read More about Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia.

Shifting development in mid-childhood: the influence of between-task interference (2009)
Journal Article
Cragg, L., & Nation, K. (2009). Shifting development in mid-childhood: the influence of between-task interference. Developmental Psychology, 45(5), https://doi.org/10.1037/a0015360

Performance on the task-switching paradigm is greatly affected by the amount of conflict between tasks. Compared to adults, children appear to be particularly influenced by this conflict, suggesting that the ability to resolve interference between ta... Read More about Shifting development in mid-childhood: the influence of between-task interference.

Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood (2008)
Journal Article
Cragg, L., & Nation, K. (2008). Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood. Developmental Science, 11(6), https://doi.org/10.1111/j.1467-7687.2008.00730.x

This experiment used a modified go/no-go paradigm to investigate the processes by which response inhibition becomes more efficient during mid-childhood. The novel task, which measured trials on which a response was initiated but not completed, was se... Read More about Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood.

Self-ordered pointing as a test of working memory in typically developing children (2007)
Journal Article
Cragg, L., & Nation, K. (2007). Self-ordered pointing as a test of working memory in typically developing children. Memory, 15(5),

The self-ordered pointing test (SOPT; Petrides & Milner, 1982) is a test of non-spatial executive working
memory requiring the ability to generate and monitor a sequence of responses. Although used with
developmental clinical populations there are... Read More about Self-ordered pointing as a test of working memory in typically developing children.