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Psychology

D-Index
35
Citations
9067
World Ranking
9698
National Ranking
959

Overview

Natasha Z. Kirkham is affiliated with Birkbeck, University of London in the United Kingdom. Their research primarily spans the fields of neuroscience and psychology, with a particular focus on cognitive neuroscience and developmental and educational psychology. Work also touches on experimental and cognitive psychology, speech and hearing, as well as statistics and probability.

The main topics covered in their research include:

  • Neuroscience and Music Perception
  • Child and Animal Learning Development
  • Noise Effects and Management
  • Hearing Loss and Rehabilitation
  • Neural and Behavioral Psychology Studies
  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills

Their recent publications reflect a focus on auditory environments, learning processes, and cognitive functions in children and adolescents. Notable papers include:

  • Learning in Noisy Classrooms: Children's Reports of Annoyance and Distraction from Noise are Associated with Individual Differences in Mind-Wandering and Switching Skills (2020, Environment and Behavior)
  • The Negative Impact of Noise on Adolescents' Executive Function: An Online Study in the Context of Home-Learning During a Pandemic (2021, Frontiers in Psychology)
  • Scientific Collaboration with Educators: Practical Insights from an in-Class Noise-Reduction Intervention (2020, Mind Brain and Education)
  • Post-error slowing: Large scale study in an online learning environment for practising mathematics and language (2021, Developmental Science)
  • Reading ability in children relates to rhythm perception across modalities (2021, Journal of Experimental Child Psychology)

Kirkham publishes frequently in several scientific journals such as Frontiers in Psychology, Mind Brain and Education, Journal of Experimental Child Psychology, Environment and Behavior, and Developmental Science.

Collaboration is a significant aspect of their work, with frequent co-authors including Denis Mareschal, Jessica Massonnié, Philippe Frasseto, Dima Amso, and Susanne M. M. de Mooij. These collaborations span across multiple projects related to cognitive development in educational contexts and auditory processing.

Best Publications

  • Gorilla in our Midst: An online behavioral experiment builder

    Alexander L. Anwyl-Irvine;Jessica Massonnié;Adam Flitton;Natasha Kirkham

  • Visual statistical learning in infancy: evidence for a domain general learning mechanism

    Natasha Z Kirkham;Jonathan A Slemmer;Scott P Johnson

  • Helping children apply their knowledge to their behavior on a dimension‐switching task

    Natasha Z. Kirkham;Loren Cruess;Adele Diamond

  • The Art of Conversation Is Coordination Common Ground and the Coupling of Eye Movements During Dialogue

    Daniel C. Richardson;Rick Dale;Natasha Z. Kirkham

  • Conditions under which young children can hold two rules in mind and inhibit a prepotent response.

    Adele Diamond;Natasha Kirkham;Dima Amso

  • Infant Statistical Learning.

    Jenny R. Saffran;Natasha Z. Kirkham

  • Blickets and babies: The development of causal reasoning in toddlers and infants.

    David M. Sobel;Natasha Z. Kirkham

  • Not Quite as Grown-Up as We Like to Think Parallels Between Cognition in Childhood and Adulthood

    Adele Diamond;Natasha Z. Kirkham

  • Infants Learn About Objects From Statistics and People

    Rachel Wu;Alison Gopnik;Daniel C. Richardson;Natasha Z. Kirkham

  • Prenatal maternal depression symptoms and nutrition, and child cognitive function

    Edward D. Barker;Natasha Kirkham;Jane Ng;Sarah K. G. Jensen

  • Multimodal events and moving locations: eye movements of adults and 6-month-olds reveal dynamic spatial indexing

    Daniel C. Richardson;Natasha Z. Kirkham

  • Rule selection versus rule execution in preschoolers: an error-detection approach.

    Sophie Jacques;Philip David Zelazo;Natasha Z. Kirkham;Tanya K. Semcesen

  • Location, location, location : Development of spatiotemporal sequence learning in infancy

    Natasha Z. Kirkham;Jonathan A. Slemmer;Daniel C. Richardson;Scott P. Johnson

  • Abstract Rule Learning for Visual Sequences in 8- and 11-Month-Olds

    Scott P. Johnson;Keith J. Fernandes;Michael C. Frank;Natasha Kirkham

  • No two cues are alike: Depth of learning during infancy is dependent on what orients attention.

    Rachel Wu;Natasha Z. Kirkham

  • Individual Differences in Infant Fixation Duration Relate to Attention and Behavioral Control in Childhood

    Kostas A. Papageorgiou;Tim J. Smith;Rachel Wu;Mark H. Johnson

  • Infants Track the Reliability of Potential Informants

    Kristen Swan Tummeltshammer;Rachel Wu;David M. Sobel;Natasha Z. Kirkham

  • Bayes nets and babies: infants' developing statistical reasoning abilities and their representation of causal knowledge.

    David M. Sobel;Natasha Z. Kirkham

  • The Dynamics of Reference and Shared Visual Attention

    Rick Dale;Natasha Z. Kirkham;Daniel C. Richardson

  • Joint perception: gaze and social context

    Daniel C. Richardson;Chris N. H. Street;Joanne Y. M. Tan;Natasha Z. Kirkham

  • ARTICLE WITH PEER COMMENTARIES AND RESPONSE Helping children apply their knowledge to their behavior on a dimension-switching task

    Natasha Z. Kirkham;Loren Cruess;Adele Diamond

Frequent Co-Authors

Denis Mareschal
Denis Mareschal Birkbeck, University of London
Daniel C. Richardson
Daniel C. Richardson University College London
Scott P. Johnson
Scott P. Johnson University of California, Los Angeles
Adele Diamond
Adele Diamond University of British Columbia
David M. Sobel
David M. Sobel Brown University
Angelica Ronald
Angelica Ronald Birkbeck, University of London
Dima Amso
Dima Amso Columbia University
Tim J. Smith
Tim J. Smith Birkbeck, University of London
Han L. J. van der Maas
Han L. J. van der Maas University of Amsterdam
Teodora Gliga
Teodora Gliga University of East Anglia

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