Megan Spencer-Smith

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Senior Lecturer

MONASH UNIVERSITY

Australia

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Megan Spencer-Smith is a Senior Lecturer at Monash University, Australia. Her research focuses on working memory, cognitive processes in neurodivergent populations, and the impact of early trauma on childhood development. Recent publications explore various aspects of cognitive functioning, including working memory training in children, attention in young adults born very preterm, and innovative interventions to support childhood cognition in the aftermath of the COVID-19 pandemic.

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Executive dysfunction and brain development in very preterm children.

Open Date: 2014-01-01

Close Date: 2016-12-31

Articles (19)

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Collaborators (12)

Mark A. Bellgrove

AUSTRALIA

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Deanne Thompson

Murdoch Childrens Research Institute

AUSTRALIA

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Melissa Wake

Cure Kids Professor of Child Health Research

NEW ZEALAND

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Peter Anderson

MONASH UNIVERSITY

AUSTRALIA

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Amanda Wood

Aston University

UNITED KINGDOM

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Shou-Han Zhou

Lecturer

Cardiff University

UNITED KINGDOM

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Joshua Wiley

MONASH UNIVERSITY

AUSTRALIA

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Daniel Sullivan

Lecturer in Clinical Psychology

Griffith University

AUSTRALIA

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Redmond O'Connell

Trinity College Dublin

IRELAND

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Belinda Davey

University of Melbourne

AUSTRALIA

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Emma Sciberras

Senior Lecturer

Deakin University

AUSTRALIA

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Theoni whyman

University of Western Australia

AUSTRALIA

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Megan Spencer-Smith

Research Interests

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About

Recent Grants

Articles (19)

Does working memory training in children need to be adaptive? A randomized controlled trial

Recommendations Provided to Families of Neurodivergent Children with Histories of Interpersonal Trauma across Two Clinical Assessment Services within a Major Metropolitan Children’s Hospital in Melbourne, Australia

Selective attention and working memory in young adults born very preterm

Structural mediation of the default-mode network in children with callosal agenesis

The effects of processing speed and cognitive load demands on working memory performance in young adults born very preterm

A digital intervention to support childhood cognition after the COVID-19 pandemic

Language and communication functioning in children and adolescents with agenesis of the corpus callosum

Exploring Working Memory Capacity and Efficiency Processes to Understand Working Memory Training Outcomes in Primary School Children

Working Memory Training for Children Using the Adaptive, Self-Select, and Stepwise Approaches to Setting the Difficulty Level of Training Activities: Protocol for a Randomized Controlled Trial

Grit and working memory training outcomes for children with low working memory.

Inhibitory control in children with agenesis of the corpus callosum compared with typically developing children

Against the use of the Strengths and Difficulties Questionnaire for Aboriginal and Torres Strait Islander children aged 2–15 years

Brain White Matter Development over the First 13 Years in Very Preterm and Typically Developing Children Based on the T <sub>1</sub>-w/ T <sub>2</sub>-w Ratio

Episodic and prospective memory difficulties in 13-year-old children born very preterm

Maternal Mental Health Disorders Following Very Preterm Birth at 5 Years Post-Birth

Parenting and Neurobehavioral Outcomes in Children Born Moderate-to-Late Preterm and at Term

A neural index of inefficient evidence accumulation in dyslexia underlying slow perceptual decision making

Gamified Attention Training in the Primary School Classroom: A Cluster-Randomized Controlled Trial

Intra- and inter-hemispheric structural connectome in agenesis of the corpus callosum

Collaborators (12)

Mark A. Bellgrove

Deanne Thompson

Melissa Wake

Peter Anderson

Amanda Wood

Shou-Han Zhou

Joshua Wiley

Daniel Sullivan

Redmond O'Connell

Belinda Davey

Emma Sciberras

Theoni whyman

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