Christopher Jarrold

University of Bristol

United Kingdom

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Articles (19)

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2025

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2022

Collaborators (21)

Meg Attwood

University of Bristol

UNITED KINGDOM

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Martin Voracek

Universität Wien

AUSTRIA

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Vesna Stojanovik

Professor

University of Reading

UNITED KINGDOM

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Martin Tomasik

University of Zurich

SWITZERLAND

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Luca Hargitai

University of Bath

UNITED KINGDOM

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Michael Thomas

Professor

Birkbeck University of London

UNITED KINGDOM

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Stephanie Jeanneret

Research and Teaching Assistant

University of Geneva

SWITZERLAND

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Oliver Bastiani

University of Bristol

UNITED KINGDOM

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Lucy Anne Livingston

King’s College London

UNITED KINGDOM

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Bruce W Drinkwater

University of Bristol

UNITED KINGDOM

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Ian Penton-Voak

University of Bristol

UNITED KINGDOM

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Emily M. Elliott

Louisiana State University

UNITED STATES

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Thomas Castelain

Serrá Hunter Fellow (Assistant professor)

Universitat de Girona

SPAIN

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Candice Morey

Senior Lecturer

Cardiff University

UNITED KINGDOM

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Felicity Sedgewick

University of Bristol

UNITED KINGDOM

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Emily Farran

Professor of Cognitive Development

University of Surrey

UNITED KINGDOM

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Harry Purser

University of Nottingham

UNITED KINGDOM

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Evie Vergauwe

Associate Professor

Université de Genève

SWITZERLAND

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Lucy Waldren

University of Bath

UNITED KINGDOM

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Jo Van Herwegen

University College London

UNITED KINGDOM

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Angela Attwood

University of Bristol

UNITED KINGDOM

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Christopher Jarrold

Research Interests

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Articles (19)

Assessing the effectiveness of multi-session online emotion recognition training in autistic adults

The development of the adaptive use of different forms of rehearsal in verbal serial recall tasks. A multi-method study

Developmental trajectories of grammatical comprehension in individuals with Williams syndrome

Neurodevelopmental neurodiversity: A cortex special issue

No evidence for cross-paradigm transfer of abstract task knowledge in adults and school-aged children

Is verbal rehearsal strategic? An investigation into overt rehearsal of nameable pictures in 5- to 10-year-old children

Age-related differences in the removal of information from working memory

When stimulus variability accelerates the learning of task knowledge in adults and school-aged children

Evidence for positive and negative transfer of abstract task knowledge in adults and school-aged children

Cross‐sectional and longitudinal assessment of cognitive development in Williams syndrome

Attention-deficit hyperactivity disorder traits are a more important predictor of internalising problems than autistic traits

A novel approach to measuring the developmental interactions between working memory and inhibitory control in young children

Investigating the impact of the COVID-19 pandemic on older adolescents’ psychological wellbeing and self-identified cognitive difficulties

To what extent is the contribution of language to learning via instructions modulated by the expression of autism traits?

Lexical Access Speed and the Development of Phonological Recoding during Immediate Serial Recall

The effects of high-intensity 40 kHz ultrasound on cognitive function

Articulatory suppression during instruction encoding impedes performance in choice reaction time tasks

Longitudinal Analysis of Mental Health in Autistic University Students Across an Academic Year

How does language support the acquisition of novel cognitive tasks? Investigating the role of task complexity and task instructions.

Collaborators (21)

Meg Attwood

Martin Voracek

Vesna Stojanovik

Martin Tomasik

Luca Hargitai

Michael Thomas

Stephanie Jeanneret

Oliver Bastiani

Lucy Anne Livingston

Bruce W Drinkwater

Ian Penton-Voak

Emily M. Elliott

Thomas Castelain

Candice Morey

Felicity Sedgewick

Emily Farran

Harry Purser

Evie Vergauwe

Lucy Waldren

Jo Van Herwegen

Angela Attwood

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