Liverpool Skylilne

Natural Sciences and Psychology

Dr Anne-Marie Adams

Dr Anne-Marie Adams

Telephone: 0151 904 6305

Publications

Highlighted publications

Adams A, Simmons FR, Willis C. 2015. Exploring relationships between working memory and writing: individual differences associated with gender Learning and Individual Differences: journal of psychology and education,

Soto-Calvo E, Simmons FR, Willis C, Adams A. 2015. Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 140 :16-37 >DOI

Journal article

Seddon AL, Law AS, Adams AM, Simmons FR. 2018. Exploring the relationship between executive functions and self-reported media-multitasking in young adults Journal of Cognitive Psychology, 30 :728-742 >DOI

Adams A, Simmons F. 2018. Exploring individual and gender differences in early writing performance Reading and Writing, >DOI

Adams A, Wilson H. 2017. Sustainable feedback and academic attainment exploring the links in the modern higher education student. Innovations in Practice, 1 :12-17

Adams A, Simmons FR, Willis C. 2015. Exploring relationships between working memory and writing: individual differences associated with gender Learning and Individual Differences: journal of psychology and education,

Soto-Calvo E, Simmons FR, Willis C, Adams A. 2015. Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 140 :16-37 >DOI

Adams A-M, Simmons FR, Willis C, Porter S. 2013. The impact of development of verbal recoding on children's early writing skills British Journal of Educational Psychology,

Simmons FR, Willis C, Adams A. 2012. Different components of working memory have different relationships with different mathematical skills Journal of Experimental Child Psychology, 111 :139-155 >DOI

Bourke L, Adams A-M. 2011. Is it differences in language skills and working memory that accounts for girls better writing than boys? Journal of Writing Research, 3 :249-277

Bourke L, Adams AM. 2010. Cognitive constraints and the early learning goals in writing Journal of Research in Reading, 33 :94-110 >DOI

Adams A, Adams, A-M, simmons FR, willis CW. 2010. Undergraduate students’ ability to revise text effectively: relationships with topic knowledge and working memory. Journal of Research in Reading, :54-76

Adams A, Adams A-M. 2008. Working memory and writing in bilingual students. International Journal of Applied Linguistics, :13-28

Gathercole SE, Alloway TP, Willis C, Adams AM. 2006. Working memory in children with reading disabilities JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 93 :265-281 >DOI >Link

Alloway TP, Gathercole SE, Adams AM, Willis C, Eaglen R, Lamont E. 2005. Working memory and phonological awareness as predictors of progress towards early learning goals at school entry BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY, 23 :417-426 >DOI >Link

Alloway TP, Gathercole SE, Willis C, Adams AM. 2004. A structural analysis of working memory and related cognitive skills in young children JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 87 :85-106 >DOI >Link

Adams AM, Gathercole SE. 2000. Limitations in working memory: Implications for language development International Journal of Language and Communication Disorders, 35 :95-116

Adams AM, Gathercole SE. 1996. Phonological Working Memory and Spoken Language Development in Young Children Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 49 :216-233 >DOI

Adams A, Simmons F, Willis C. Exploring relationships between working memory and writing:individual differences associated with gender Learning and Individual Differences,

Adams A, Simmons FR, Willis C. Different components of working memory have different relationships with different mathematics skills Journal of Experimental Child Psychology,

Conference publication

Adams AM, Bourke L, Willis C. 1999. Working memory and spoken language comprehension in young children INTERNATIONAL JOURNAL OF PSYCHOLOGY, Conference on Short-Term Memory 34 :364-373 >DOI >Link

Soto Calvo E, Simmons FR, Willis C, Adams A. Challenges to a specific role for quantity representations in mathematics development Cognitive Science Arena Conference (III Edition)

Engagement & Impact

Conference presentation:

The preschool home learning environment and early number skills, 1st Mathematical Cognition and Learning Society Conference, Oxford, Oral presentation 08/04/2018

Relazione tra l’ambiente di apprendimento a casa (HLE) e lo sviluppo delle competenze matematiche precoci, XVI congresso AIRIPA, Conegliano, Italy., Oral presentation 19/09/2017

Executive Functioning and Self-reported Media-multitasking in young adults., BPS Cognitive Section, Newcastle, Poster presentation 23/08/2017

A qualitative assessment of perceptions of feedback: comparing students with high and low academic self-efficacy, Liverpool John Moores University Teaching and Learning Conference,, Liverpool, Oral presentation 13/06/2017

Perceptions of, and responses to feedback: a quantitative analysis of the role of academic self-efficacy, Liverpool John Moores University Teaching and Learning Conference, Liverpool, Oral presentation 13/06/2017

Learning to Write and Learner Characteristics: the characteristics of the early witer in school, EARLI SiG Writing, Liverpool Hope University, Oral presentation 02/07/2016

The relationships between cognitive determinants of mathematical performance and distinct mathematical skills in school-aged children, BPS Psychology of Education, Liverpool, Poster presentation 15/10/2015

Counting Counts: Sequential and Cardinal Counting at School Entry Predict Growth in Early Mathematical Attainment, JURE Conference, Oral presentation

Conference organisation:

EARLI SiG Writing Conference, Member of Scientific Committee Member of Conference Organising Committee, http://www.hope.ac.uk/sigwriting2016

External collaboration:

Liverpool Hope University, Dr Lorna Bourke

Other invited event:

EARLI SiG Writing Research School, Liverpool Hope University, Invited as an international expert to deliver a session to post-graduate researchers at the EARLI SiG Writing Research School.

Research Grants Awarded:

LJMU Curriculum Enhancement Project, The role of academic self-efficacy in students' perceptions of and responses to tutor feedback, Dr Sue Palmer-Conn, Dr Julie Money, Jamie Fearn (All LJMU), Grant value (£): 19,444, Duration of research project: 12 months

Nuffield Foundation, Understanding the influence of cognition and the home learning environment on early number skills,, Dr Fiona Simmons Dr Catherine Willis, Grant value (£): 151,609, Duration of research project: 24 months