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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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Assistant Professor,
School of
Communication Sciences and Disorders
Language, Reading and Cognitive Neuroscience Lab
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
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.
In press
Archibald, L.M.D., & Joanisse, M.F. (In press).
Atypical neural responses to phonological detail in children with developmental
language impairments. Developmental Cognitive Neuroscience.
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
Evidence Based Practice for Clinicians
(CSD 9761)
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.
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.