Lisa Archibald, PhD

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Affiliations

 

Degrees and Licenses

 

Research

 

Publications

 

Teaching

 

Lab Website

Contact Information:

 

School of Communication Sciences and Disorders

University of Western Ontario

London, Ontario, Canada

N6A 5C2

 

Phone: (519) 661 2111, ext. 82753

Fax: (519) 850 2369

Email: larchiba@uwo.ca

 

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Affiliations

Assistant Professor,

School of Communication Sciences and Disorders

Department of Psychology

University of Western Ontario

 

Language, Reading and Cognitive Neuroscience Lab

(Dr. Marc Joanisse, PhD)

 

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Degrees and Licenses

PhD (2006): Psychology, University of Durham, UK

MHSc (1989): Speech Language Pathology, University of Toronto

BSc (1987): Brock University

 

College of Speech Language Pathologists and Audiologists of Ontario

 

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Research

I am interested in the way that language and memory processes interact.  I am particularly interested in the role that working memory processes may play in language impairment – potentially causal and/or compensatory.

 

Working Memory and Language Impairment

This work is investigating the occurrence of working memory and language impairments in children, either each in isolation or occurring together.  For more information about working memory, visit the Centre for Working Memory and Learning.

 

Cognitive Processes Involved in New Word Learning

This work is aimed at exploring the extent to which coarticulatory and prosodic cues in the new word model, and short-term memory and output processes in the learner impact new word learning.

 

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Publications

 

In press

Archibald, L.M.D. (In press). Foreward: Language learning and impairment: relationships between linguistic, working memory, and other cognitive processes. Topics in Language Disorders, 33(3).

 

Archibald, L.M.D. (In press). The language, working memory, and other cognitive demands of verbal tasks. Topics in Language Disorders, 33(3).

 

Archibald, L.M.D., Joanisse, M.F., Munson, B. (In press). Motor control and nonword repetition in specific working memory impairment and SLI. Topics in Language Disorders, 33(3).

 

Malins, J.G., Desroches, A.S., Robertson, E.K., Newman, R.L., Archibald, L.M.D., & Joanisse, M.F. ERPs reveal the temporal dynamics of auditory word recognition in specific language impairment. Developmental Cognitive Neuroscience.

 

Nosworthy, N., Bugden, S., Archibald, L., Evans, B., & Ansari, D. The relationship between arithmetic achievement and symbolic and nonsymbolic numerical magnitude processing in primary school: Evidence from a paper and pencil test. PLoS One.

 

2013

Archibald, L.M.D., & Joanisse, M.F. (2013). Domain-specific and domain-general constraints on word and sequence learning. Memory and Cognition, 41, 268-280.

 

2012

Archibald, L.M.D., & Joanisse, M.F. (2012). Atypical neural responses to phonological detail in children with developmental language impairments. Developmental Cognitive Neuroscience, 2, 139-151.

 

2011

Wener, S., & Archibald, L.M.D. (2011). Domain-specific treatment effects for children with language and/or working memory impairments – A pilot study. Child Language and Teaching Therapy, 27, 313-330.

 

Archibald, L.M.D., Edmunds, A., & Joanisse, M.F. (2011). Specific language or working memory impairments: Are there observable differences? Child Language and Teaching Therapy, 27, 294-312.

 

Archibald, L.M.D., & Joanisse, M.F. (2011). Electrophysiological responses to coarticulatory and lexical mismatches. Journal of Experimental Psychology: Human Perception and Performance, 37, 1275-1291.

 

2010

DeSmedt, B., Taylor, J., Archibald, L.M.D., & Ansari, D. (2010). How is phonological processing related to individual differences in children’s arithmetic skills? Developmental Science,13, 508-520. [Journal Article] or email me for a copy

 

2009

Alloway, T.P., Rajendran, G., & Archibald, L.M.D. (2009). Working memory in children with developmental disorders. Journal of Learning Disabilities, 42, 372-382. [Journal Article] or email me for a copy

 

Archibald, L.M.D., Gathercole, S.E., & Joanisse, M.F. (2009). Mulitsyllabic nonwords: More than a string of syllables. Journal of the Acoustical Society of America, 125, 1712-1722. [Journal Article] or email me for a copy

 

Archibald, L.M.D. & Joanisse, M.F. (2009). On the sensitivity and specificity of nonword repetition and sentence recall to language and memory impairments in children. Journal of Speech, Language, and Hearing Research, 52, 899-914. [Journal Article] or email me for a copy

 

2008

Alloway, T.P., & Archibald, L.M.D. (2008). Working memory and learning in children with developmental coordination disorder and specific language impairment. Journal of Learning Disabilities, 41, 251-262. [Journal Article] or email me for a copy

 

Archibald, L.M.D. (2008). The promise of nonword repetition as a clinical tool. Canadian Journal of Speech Language Pathology and Audiology, 32, 21-28. [Journal Article] or email me for a copy

 

Archibald, L.M.D., & Alloway, T.P.  (2008). Comparing language profiles: Children with specific language impairment and developmental coordination disorder. International Journal of Language and Communication Disorders, 43, 165-180. [Journal Article] or email me for a copy

 

Archibald, L.M.D., Joanisse, M.F., & Shepherd, M. (2008). Associations between key language-related measures in typically developing school-age children. Zeitschrift fur Psychologie/Journal of Psychology, 216, 161-171. [Journal Article] or email me for a copy

  

2007

Archibald, L.M.D. & Gathercole, S.E. (2007). Nonword repetition and serial recall: Equivalent measures of verbal short-term memory? Applied Psycholinguistics, 28, 587-606. [Journal Article] or email me for a copy

 

Archibald, L.M.D. & Gathercole, S.E. (2007). The complexities of complex memory span: Storage and processing deficits in specific language impairment. Journal of Memory and Language, 57, 177-194. [Journal Article] or email me for a copy

 

2006

Archibald, L.M.D. & Gathercole, S.E. (2006). Nonword repetition: A comparison of tests.  Journal of Speech, Language, and Hearing Research, 49, 970-983. [Journal Article] or email me for a copy

 

Archibald, L.M.D. & Gathercole, S.E. (2006). Nonword repetition in specific language impairment. Psychonomic Bulletin and Review, 14, 919-924. [Journal Article] or email me for a copy

 

Archibald, L.M.D. & Gathercole, S.E. (2006). Prevalence of SLI in language resource units. Journal of Research in Special Education Needs, 6, 3-10. [Journal Article] or email me for a copy

 

Archibald, L.M.D. & Gathercole, S.E. (2006). Short-term and working memory in specific language impairment. International Journal of Language and Communication Disorders, 41, 675-693. [Journal Article] or email me for a copy

 

Archibald, L.M.D. & Gathercole, S.E. (2006). Visuospatial immediate memory in specific language impairment. Journal of Speech, Language, and Hearing Research, 49, 265-277. [Journal Article] or email me for a copy

 

Walker, J.F., & Archibald, L.M.D. (2006). Articulation rate in preschool children: A 3-year longitudinal study. International Journal of Language and Communication Disorders, 41, 541-565. [Journal Article] or email me for a copy

  

1999

Archibald, L. & DeNil, L. (1999). The relationship between stuttering severity and kinesthetic acuity for jaw movements in adults who stutter. Journal of Fluency Disorders, 24, 25-42. [Journal Article] or email me for a copy

 

1992

Walker, J.F., Archibald, L.M.D., Cherniak, S.R., & Fish, V.G. (1992). Articulation rate in 3- and 5-year old children. Journal of Speech and Hearing Research, 35, 4-13. [Journal Article] or email me for a copy

 

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Teaching

 

Evidence Based Practice for Clinicians

This course provides students with the necessary skills and tools needed to find and evaluate the ever-increasing knowledge base in their chosen field. The course seeks to motivate students to update their knowledge throughout their career by applying these skills, and participating in clinical research.

 

Fluency Disorders

This course seeks to prepare students for entry level practice in fluency disorders. The course reviews the current knowledge base related to disorders of speech fluency including stuttering, cluttering, psychogenic stuttering, and neurogenic stuttering. Assessment and treatment protocols for all age groups are presented and evaluated.

 

 

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