What is she best known for?
The fields of study she is best known for:
- Cognition
- Developmental psychology
- Working memory
Her scientific interests lie mostly in Developmental psychology, Memory span, Working memory, Cognition and Cognitive psychology.
Her Developmental psychology research incorporates elements of Short-term memory, Verbal memory and Intelligence quotient.
Her work deals with themes such as Baddeley's model of working memory, Speech perception and Memory rehearsal, which intersect with Memory span.
Her Working memory research is multidisciplinary, relying on both Phonology and Developmental disorder.
As a part of the same scientific study, she usually deals with the Cognition, concentrating on Repetition and frequently concerns with Vocabulary, Articulation and Verbal learning.
Her work on Recall and Forgetting as part of general Cognitive psychology research is frequently linked to Identification, thereby connecting diverse disciplines of science.
Her most cited work include:
- Executive functioning in children with specific language impairment (250 citations)
- Working Memory Span and Phonological Awareness Tasks as Predictors of Early Reading Ability (207 citations)
- Working Memory in Children with Autism and with Moderate Learning Difficulties (203 citations)
What are the main themes of her work throughout her whole career to date?
Her primary areas of investigation include Developmental psychology, Working memory, Cognitive psychology, Cognition and Recall.
Her Developmental psychology research includes themes of Memory span, Short-term memory, Mental age and Fluency.
Her biological study spans a wide range of topics, including Psychological intervention, Spatial ability, Specific language impairment, Reading and Executive functions.
As part of the same scientific family, Lucy A. Henry usually focuses on Cognitive psychology, concentrating on Phonological awareness and intersecting with Intervention.
The study incorporates disciplines such as Repetition and Developmental disorder in addition to Cognition.
Her Recall research integrates issues from Memoria and Suggestibility.
She most often published in these fields:
- Developmental psychology (70.53%)
- Working memory (35.79%)
- Cognitive psychology (35.79%)
What were the highlights of her more recent work (between 2017-2021)?
- Developmental psychology (70.53%)
- Working memory (35.79%)
- Cognitive psychology (35.79%)
In recent papers she was focusing on the following fields of study:
Her primary scientific interests are in Developmental psychology, Working memory, Cognitive psychology, Autism and Intervention.
Developmental psychology and Independent living are two areas of study in which Lucy A. Henry engages in interdisciplinary work.
Her Working memory study integrates concerns from other disciplines, such as Cognitive science, Typically developing and Fluency.
Her work in the fields of Cognitive psychology, such as Recall, overlaps with other areas such as Function.
The various areas that Lucy A. Henry examines in her Recall study include Memory development and Affect.
Her Autism research is multidisciplinary, incorporating perspectives in Witness and Eyewitness memory.
Between 2017 and 2021, her most popular works were:
- Autism Diagnosis in the United Kingdom: Perspectives of Autistic Adults, Parents and Professionals (41 citations)
- Executive functions in children with developmental coordination disorder: a 2-year follow-up study. (21 citations)
- Executive Function and Academic Achievement in Primary School Children: The Use of Task-Related Processing Speed. (11 citations)
In her most recent research, the most cited papers focused on:
- Cognition
- Psychiatry
- Developmental psychology
Lucy A. Henry spends much of her time researching Working memory, Intervention, Developmental psychology, Cognitive psychology and Autism.
Lucy A. Henry combines subjects such as Executive functions, Motor skill and Cognitive flexibility with her study of Working memory.
Her Intervention research focuses on subjects like Psychological intervention, which are linked to Vocabulary, Vocabulary development and Semantics.
Her work on Developmental psychology is being expanded to include thematically relevant topics such as Fluency.
Her Cognitive psychology research incorporates themes from Academic achievement, Phonological awareness and Task switching.
Her research integrates issues of Witness and Eyewitness memory in her study of Autism.
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