- Nilsson, K., Elwér, Å., Messer, D., Henry, L. and Danielsson, H. (2024). Developmental Trajectories of Reading Ability in Adolescents with Intellectual Disabilities. International Journal of Disability, Development and Education pp. 1–17. doi:10.1080/1034912x.2024.2403391.
- Henry, L.A., Messer, D.J., Poloczek, S., Dennan, R., Mattiauda, E. and Danielsson, H. (2024). The reliability of Hebb repetition learning and its association with language and reading in adolescents with intellectual disabilities. Cortex, 177, pp. 253–267. doi:10.1016/j.cortex.2024.05.012.
- Messer, D., Henry, L.A. and Danielsson, H. (2023). The Perfect Match! A Review and Tutorial on Issues Related to Matching Groups in Investigations of Children with Neurodevelopmental Conditions. Brain Sciences, 13(10), pp. 1377–1377. doi:10.3390/brainsci13101377.
- Gravråkmo, S., Olsen, A., Lydersen, S., Ingul, J.M., Henry, L. and Øie, M.G. (2023). Associations between executive functions, intelligence and adaptive behaviour in children and adolescents with mild intellectual disability. Journal of Intellectual Disabilities, 27(3), pp. 715–727. doi:10.1177/17446295221095951.
- Gravråkmo, S., Henry, L., Olsen, A., Øie, M.G., Lydersen, S. and Ingul, J.M. (2023). Associations between intelligence, everyday executive functions, and symptoms of mental health problems in children and adolescents with mild intellectual disability. International Journal of Developmental Disabilities pp. 1–10. doi:10.1080/20473869.2023.2230412.
- Harvey, A., Spicer-Cain, H., Botting, N., Ryan, G. and Henry, L. (2023). Assessing ‘coherence’ in the spoken narrative accounts of autistic people: A systematic scoping review. Research in Autism Spectrum Disorders, 102, pp. 102108–102108. doi:10.1016/j.rasd.2023.102108.
- Messer, D., Kearvell‐White, J., Danielsson, H., Faulkner, D., Henry, L. and Ibbotson, P. (2022). The structure of executive functioning in 11 to 14 year olds with and without special educational needs. British Journal of Developmental Psychology, 40(3), pp. 453–470. doi:10.1111/bjdp.12418.
- Henry, L.A., Poloczek, S., Messer, D.J., Dennan, R., Mattiauda, E. and Danielsson, H. (2022). Hebb repetition learning in adolescents with intellectual disabilities. Research in Developmental Disabilities, 125, pp. 104219–104219. doi:10.1016/j.ridd.2022.104219.
- Henry, L.A., Christopher, E., Chiat, S. and Messer, D.J. (2022). A Short and Engaging Adaptive Working-Memory Intervention for Children with Developmental Language Disorder: Effects on Language and Working Memory. Brain Sciences, 12(5), pp. 642–642. doi:10.3390/brainsci12050642.
- Lowe, H., Henry, L., Wallinger, J. and Joffe, V. (2022). Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists. Child Language Teaching and Therapy, 38(1), pp. 95–114. doi:10.1177/02656590211064541.
- Gordon, R., Smith-Spark, J.H., Newton, E.J. and Henry, L.A. (2021). Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics. Frontiers in Psychology, 12. doi:10.3389/fpsyg.2021.732182.
- Henry, L.A., Crane, L., Millmore, A., Nash, G. and Wilcock, R. (2021). Intermediaries and cross‐examination resilience in children: The development of a novel experimental methodology. Applied Cognitive Psychology, 35(6), pp. 1387–1404. doi:10.1002/acp.3869.
- Nilsson, K., Danielsson, H., Elwér, Å., Messer, D., Henry, L. and Samuelsson, S. (2021). Decoding Abilities in Adolescents with Intellectual Disabilities: The Contribution of Cognition, Language, and Home Literacy. Journal of Cognition, 4(1). doi:10.5334/joc.191.
- Nilsson, K., Danielsson, H., Elwér, Å., Messer, D., Henry, L. and Samuelsson, S. (2021). Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading. Journal of Cognition, 4(1). doi:10.5334/joc.188.
- Rowe, A., Titterington, J., Holmes, J., Henry, L. and Taggart, L. (2021). A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial. Pilot and Feasibility Studies, 7(1). doi:10.1186/s40814-021-00771-w.
- Crane, L., Wilcock, R., Maras, K.L., Chui, W., Marti-Sanchez, C. and Henry, L.A. (2020). Mock Juror Perceptions of Child Witnesses on the Autism Spectrum: The Impact of Providing Diagnostic Labels and Information About Autism. Journal of Autism and Developmental Disorders, 50(5), pp. 1509–1519. doi:10.1007/s10803-018-3700-0.
- Gordon, R., Smith-Spark, J.H., Newton, E.J. and Henry, L.A. (2020). Working memory and high-level cognition in children: An analysis of timing and accuracy in complex span tasks. Journal of Experimental Child Psychology, 191, pp. 104736–104736. doi:10.1016/j.jecp.2019.104736.
- Henry, L.A., Crane, L., Fesser, E., Harvey, A., Palmer, L. and Wilcock, R. (2020). The narrative coherence of witness transcripts in children on the autism spectrum. Research in Developmental Disabilities, 96, pp. 103518–103518. doi:10.1016/j.ridd.2019.103518.
- Pulina, F., Lanfranchi, S., Henry, L. and Vianello, R. (2019). Intellectual profile in school-aged children with borderline intellectual functioning. Research in Developmental Disabilities, 95, pp. 103498–103498. doi:10.1016/j.ridd.2019.103498.
- Wilcock, R., Crane, L., Hobson, Z., Nash, G., Kirke-Smith, M. and Henry, L.A. (2019). Eyewitness identification in child witnesses on the autism spectrum. Research in Autism Spectrum Disorders, 66, pp. 101407–101407. doi:10.1016/j.rasd.2019.05.007.
- Lowe, H., Henry, L. and Joffe, V.L. (2019). The Effectiveness of Classroom Vocabulary Intervention for Adolescents With Language Disorder. Journal of Speech, Language, and Hearing Research, 62(8), pp. 2829–2846. doi:10.1044/2019_jslhr-l-18-0337.
- Poloczek, S., Henry, L.A., Messer, D.J. and Büttner, G. (2019). Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study. Memory, 27(6), pp. 758–771. doi:10.1080/09658211.2018.1563615.
- Rowe, A., Titterington, J., Holmes, J., Henry, L.A. and Taggart, L. (2019). Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review. Developmental Review, 52, pp. 1–23. doi:10.1016/j.dr.2019.02.001.
- Messer, D., Bernardi, M., Botting, N., Hill, E.L., Nash, G., Leonard, H.C. … Henry, L.A. (2018). An Exploration of the Factor Structure of Executive Functioning in Children. Frontiers in Psychology, 9. doi:10.3389/fpsyg.2018.01179.
- Messer, D.J., Bernardi, M., Botting, N., Hill, E.L., Nash, G., Leonard, H.C. … Henry, L. (2018). Individual differences and their contribution to the factor structure of executive functioning in children. Frontiers in Psychology, 9, pp. 1179–1179. doi:10.3389/fpsyg.2018.01179.
- Henry, L.A., Crane, L., Nash, G., Hobson, Z., Kirke-Smith, M. and Wilcock, R. (2018). Response to ‘No Evidence Against Sketch Reinstatement of Context, Verbal Labels or Registered Intermediaries’. Journal of Autism and Developmental Disorders, 48(7), pp. 2597–2599. doi:10.1007/s10803-018-3496-y.
- Crane, L., Batty, R., Adeyinka, H., Goddard, L., Henry, L.A. and Hill, E.L. (2018). Autism diagnosis in the United Kingdom: Perspectives of autistic adults, parents and professionals. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-018-3639-1.
- Wilcock, R., Crane, L., Hobson, Z., Nash, G., Kirke-Smith, M. and Henry, L.A. (2018). Supporting child witnesses during identification lineups: Exploring the effectiveness of Registered Intermediaries. Applied Cognitive Psychology, 32(3), pp. 367–375. doi:10.1002/acp.3412.
- Gordon, R., Smith-Spark, J.H., Newton, E.J. and Henry, L.A. (2018). Executive Function and Academic Achievement in Primary School Children: The Use of Task-Related Processing Speed. Frontiers in Psychology, 9. doi:10.3389/fpsyg.2018.00582.
- Lowe, H., Henry, L., Müller, L. and Joffe, V.L. (2018). Vocabulary intervention for adolescents with language disorder: a systematic review. International Journal of Language & Communication Disorders, 53(2), pp. 199–217. doi:10.1111/1460-6984.12355.
- Bernardi, M., Leonard, H., Hill, E., Botting, N. and Henry, L.A. (2017). A two-year follow-up study of executive functions in children with Developmental Coordination Disorder. Developmental Medicine and Child Neurology, 60(3), pp. 306–313. doi:10.1111/dmcn.13640.
- Henry, L.A., Crane, L., Nash, G., Hobson, Z., Kirke-Smith, M. and Wilcock, R. (2017). Verbal, Visual, and Intermediary Support for Child Witnesses with Autism During Investigative Interviews. Journal of Autism and Developmental Disorders, 47(8), pp. 2348–2362. doi:10.1007/s10803-017-3142-0.
- Smith‐Spark, J.H., Henry, L.A., Messer, D.J. and Zięcik, A.P. (2017). Verbal and Non‐verbal Fluency in Adults with Developmental Dyslexia: Phonological Processing or Executive Control Problems? Dyslexia, 23(3), pp. 234–250. doi:10.1002/dys.1558.
- Henry, L.A. and Botting, N. (2017). Working memory and developmental language impairments. Child Language Teaching and Therapy, 33(1), pp. 19–32. doi:10.1177/0265659016655378.
- Henry, L.A., Messer, D.J., Wilcock, R., Nash, G., Kirke-Smith, M., Hobson, Z. … Crane, L. (2017). Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? Autism & Developmental Language Impairments, 2, pp. 239694151772213–239694151772213. doi:10.1177/2396941517722139.
- Collins, D. and Henry, L. (2016). Eyewitness recall and suggestibility in individuals with Down syndrome. Journal of Intellectual Disability Research, 60(12), pp. 1227–1231. doi:10.1111/jir.12310.
- Kirke‐Smith, M., Henry, L.A. and Messer, D. (2016). The Effect of Maltreatment Type on Adolescent Executive Functioning and Inner Speech. Infant and Child Development, 25(6), pp. 516–532. doi:10.1002/icd.1951.
- Poloczek, S., Henry, L.A., Danielson, H., Büttner, G., Mähler, C., Messer, D.J. … Molen, M.J.V.D. (2016). Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study. Research in Developmental Disabilities, 58, pp. 83–93. doi:10.1016/j.ridd.2016.08.014.
- Rogers, C.L., Goddard, L., Hill, E.L., Henry, L.A. and Crane, L. (2016). Experiences of diagnosing autism spectrum disorder: A survey of professionals in the United Kingdom. Autism, 20(7), pp. 820–831. doi:10.1177/1362361315611109.
- Messer, D., Henry, L.A. and Nash, G. (2016). The relation between executive functioning, reaction time, naming speed, and single word reading in children with typical development and language impairments. British Journal of Educational Psychology, 86(3), pp. 412–428. doi:10.1111/bjep.12115.
- Danielsson, H., Henry, L., Messer, D., Carney, D.P.J. and Rönnberg, J. (2016). Developmental delays in phonological recoding among children and adolescents with Down syndrome and Williams syndrome. Research in Developmental Disabilities, 55, pp. 64–76. doi:10.1016/j.ridd.2016.03.012.
- Bernardi, M., Leonard, H.C., Hill, E.L. and Henry, L.A. (2016). Brief report: Response inhibition and processing speed in children with motor difficulties and developmental coordination disorder. Child Neuropsychology, 22(5), pp. 627–634. doi:10.1080/09297049.2015.1014898.
- Smith-Spark, J.H., Henry, L.A., Messer, D.J., Edvardsdottir, E. and Zięcik, A.P. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53-54, pp. 323–341. doi:10.1016/j.ridd.2016.03.001.
- Crane, L., Chester, J.W., Goddard, L., Henry, L.A. and Hill, E. (2016). Experiences of autism diagnosis: A survey of over 1000 parents in the United Kingdom. Autism, 20(2), pp. 153–162. doi:10.1177/1362361315573636.
- Henry, L.A., Messer, D.J. and Nash, G. (2015). Executive functioning and verbal fluency in children with language difficulties. Learning and Instruction, 39, pp. 137–147. doi:10.1016/j.learninstruc.2015.06.001.
- Leonard, H.C., Bernardi, M., Hill, E.L. and Henry, L.A. (2015). Executive Functioning, Motor Difficulties, and Developmental Coordination Disorder. Developmental Neuropsychology, 40(4), pp. 201–215. doi:10.1080/87565641.2014.997933.
- Bettenay, C., Ridley, A.M., Henry, L.A. and Crane, L. (2015). Changed Responses Under Cross‐examination: The Role of Anxiety and Individual Differences in Child Witnesses. Applied Cognitive Psychology, 29(3), pp. 485–491. doi:10.1002/acp.3125.
- Jones, L., Goddard, L., Hill, E.L., Henry, L.A. and Crane, L. (2014). Experiences of Receiving a Diagnosis of Autism Spectrum Disorder: A Survey of Adults in the United Kingdom. Journal of Autism and Developmental Disorders, 44(12), pp. 3033–3044. doi:10.1007/s10803-014-2161-3.
- Kirke‐Smith, M., Henry, L. and Messer, D. (2014). Executive functioning: Developmental consequences on adolescents with histories of maltreatment. British Journal of Developmental Psychology, 32(3), pp. 305–319. doi:10.1111/bjdp.12041.
- Van der Molen, M.J., Henry, L.A. and Van Luit, J.E.H. (2014). Working memory development in children with mild to borderline intellectual disabilities. Journal of Intellectual Disability Research, 58(7), pp. 637–650. doi:10.1111/jir.12061.
- Bettenay, C., Ridley, A.M., Henry, L.A. and Crane, L. (2014). Cross‐examination: The Testimony of Children With and Without Intellectual Disabilities. Applied Cognitive Psychology, 28(2), pp. 204–214. doi:10.1002/acp.2979.
- Henry, L.A., Messer, D.J. and Nash, G. (2014). Testing for Near and Far Transfer Effects with a Short, Face‐to‐Face Adaptive Working Memory Training Intervention in Typical Children. Infant and Child Development, 23(1), pp. 84–103. doi:10.1002/icd.1816.
- Carney, D.P.J., Henry, L.A., Messer, D.J., Danielsson, H., Brown, J.H. and Rönnberg, J. (2013). Using developmental trajectories to examine verbal and visuospatial short-term memory development in children and adolescents with Williams and Down syndromes. Research in Developmental Disabilities, 34(10), pp. 3421–3432. doi:10.1016/j.ridd.2013.07.012.
- Wilcock, R. and Henry, L. (2013). The Performance of Eyewitnesses with Intellectual Disabilities on Photographic Identification Line-ups. International Journal of Disability, Development and Education, 60(1), pp. 44–52. doi:10.1080/1034912x.2013.757141.
- Carney, D.P.J., Brown, J.H. and Henry, L.A. (2013). Executive function in Williams and Down syndromes. Research in Developmental Disabilities, 34(1), pp. 46–55. doi:10.1016/j.ridd.2012.07.013.
- Henry, L.A., Messer, D., Luger-Klein, S. and Crane, L. (2012). Phonological, visual, and semantic coding strategies and children's short-term picture memory span. Quarterly Journal of Experimental Psychology, 65(10), pp. 2033–2053. doi:10.1080/17470218.2012.672997.
- Danielsson, H., Henry, L., Messer, D. and Rönnberg, J. (2012). Strengths and weaknesses in executive functioning in children with intellectual disability. Research in Developmental Disabilities, 33(2), pp. 600–607. doi:10.1016/j.ridd.2011.11.004.
- Henry, L.A., Messer, D.J. and Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry, 53(1), pp. 37–45. doi:10.1111/j.1469-7610.2011.02430.x.
- Henry, L.A., Messer, D., Luger-Klein, S. and Crane, L. (2012). Phonological, visual and semantic coding strategies in short-term picture memory span: How do they develop? Quarterly Journal of Experimental Psychology, 65(10), pp. 2033–2053.
- Henry, L.A., Messer, D.J. and Nash, G. (2012). Phonological and Visuospatial Short-Term Memory in Children With Specific Language Impairment. Journal of Cognitive Education and Psychology, 11(1), pp. 45–56. doi:10.1891/1945-8959.11.1.45.
- Henry, L., Ridley, A., Perry, J. and Crane, L. (2011). Perceived credibility and eyewitness testimony of children with intellectual disabilities. Journal of Intellectual Disability Research, 55(4), pp. 385–391. doi:10.1111/j.1365-2788.2011.01383.x.
- Henry, L.A. (2010). The episodic buffer in children with intellectual disabilities: An exploratory study. Research in Developmental Disabilities, 31(6), pp. 1609–1614. doi:10.1016/j.ridd.2010.04.025.
- Danielsson, H., Henry, L., Rönnberg, J. and Nilsson, L.-.G. (2010). Executive functions in individuals with intellectual disability. Research in Developmental Disabilities, 31(6), pp. 1299–1304. doi:10.1016/j.ridd.2010.07.012.
- Henry, L.A. and Bettenay, C. (2010). The Assessment of Executive Functioning in Children. Child and Adolescent Mental Health, 15(2), pp. 110–119. doi:10.1111/j.1475-3588.2010.00557.x.
- Henry, L. and Winfield, J. (2010). Working memory and educational achievement in children with intellectual disabilities. Journal of Intellectual Disability Research, 54(4), pp. 354–365. doi:10.1111/j.1365-2788.2010.01264.x.
- Henry, L., Cornoldi, C. and Mähler, C. (2010). Special issues on ‘working memory and executive functioning in individuals with intellectual disabilities’. Journal of Intellectual Disability Research, 54(4), pp. 293–294. doi:10.1111/j.1365-2788.2010.01266.x.
- Dando, C., Wilcock, R., Milne, R. and Henry, L.A. (2009). A modified cognitive interview procedure for frontline police investigators. Applied Cognitive Psychology, 23(5), pp. 698–716.
- Henry, L. (2008). Short-Term Memory Coding in Children With Intellectual Disabilities. American Journal on Mental Retardation, 113(3), pp. 187–187. doi:10.1352/0895-8017(2008)113[187:smcicw]2.0.co;2.
- McCrory, E., Henry, L.A. and Happé, F. (2007). Eye‐witness memory and suggestibility in children with Asperger syndrome. Journal of Child Psychology and Psychiatry, 48(5), pp. 482–489. doi:10.1111/j.1469-7610.2006.01715.x.
- Henry, L.A. and Gudjonsson, G.H. (2007). Individual and developmental differences in eyewitness recall and suggestibility in children with intellectual disabilities. Applied Cognitive Psychology, 21(3), pp. 361–381. doi:10.1002/acp.1280.
- Smith, P.T., Turner, J.E., Brown, P.A. and Henry, L.A. (2006). The Distinct Contributions of Age of Acquisition and Word Frequency in Auditory Word Perception. Quarterly Journal of Experimental Psychology, 59(12), pp. 2121–2134. doi:10.1080/17470210500438387.
- Carlton-Conway, D., Ahluwalia, R., Henry, L., Michie, C., Wood, L. and Tulloh, R. (2005). Behaviour sequelae following acute Kawasaki disease. BMC Pediatrics, 5(1). doi:10.1186/1471-2431-5-14.
- Henry, L.A. and Gudjonsson, G.H. (2004). The effects of memory trace strength on eyewitness recall in children with and without intellectual disabilities. Journal of Experimental Child Psychology, 89(1), pp. 53–71. doi:10.1016/j.jecp.2004.05.002.
- Turner, J.E., Henry, L.A., Smith, P.T. and Brown, P.A. (2004). Redintegration and lexicality effects in children: Do they depend upon the demands of the memory task? Memory & Cognition, 32(3), pp. 501–510. doi:10.3758/bf03195842.
- Henry, L.A. and Gudjonsson, G.H. (2003). Eyewitness memory, suggestibility, and repeated recall sessions in children with mild and moderate intellectual disabilities. Law and Human Behavior, 27(5), pp. 481–505. doi:10.1023/a:1025434022699.
- Gudjonsson, G.H. and Henry, L. (2003). Child and adult witnesses with intellectual disability: The importance of suggestibility. Legal and Criminological Psychology, 8(2), pp. 241–252. doi:10.1348/135532503322363013.
- Henry, L.A. and MacLean, M. (2003). Relationships between working memory, expressive vocabulary and arithmetical reasoning in children with and without intellectual disabilities. Educational and Child Psychology, 20, pp. 51–64.
- Henry, L.A. and MacLean, M. (2002). Working Memory Performance in Children With and Without Intellectual Disabilities. American Journal on Mental Retardation, 107(6), pp. 421–421. doi:10.1352/0895-8017(2002)1072.0.co;2.
- Henry, L.A. (2001). How does the severity of a learning disability affect working memory performance? Memory, 9(4-6), pp. 233–247. doi:10.1080/09658210042000085.
- Henry, L.A. (2001). How does the severity of a learning disability affect working memory performance? Memory (Hove, England), 9(4), pp. 233–247. doi:10.1080/09658210042000085.
- Turner, J.E., Henry, L.A. and Smith, P.T. (2000). The Development of the Use of Long-Term Knowledge to Assist Short-Term Recall. The Quarterly Journal of Experimental Psychology Section A, 53(2), pp. 457–478. doi:10.1080/713755899.
- Henry, L.A., Turner, J.E., Smith, P.T. and Leather, C. (2000). Modality Effects and the Development of the Word Length Effect in Children. Memory, 8(1), pp. 1–17. doi:10.1080/096582100387678.
- Henry, L.A. and Gudjonsson, G.H. (1999). Eyewitness Memory and suggestibility in Children With Mental Retardation. American Journal on Mental Retardation, 104(6), pp. 491–491. doi:10.1352/0895-8017(1999)1042.0.co;2.
- Henry, L.A. and Williams, R.M. (1997). Problems in conceptualization within cognitive therapy: an illustrative case study. Clinical Psychology & Psychotherapy, 4(3), pp. 201–213. doi:10.1002/(sici)1099-0879(199709)4:33.3.co;2-u.
- Berry, D.C., Banbury, S. and Henry, L. (1997). Transfer across Form and Modality in Implicit and Explicit Memory. The Quarterly Journal of Experimental Psychology A, 50(1), pp. 1–24. doi:10.1080/027249897392206.
- Russell, J., Jarrold, C. and Henry, L. (1996). Working Memory in Children with Autism and with Moderate Learning Difficulties. Journal of Child Psychology and Psychiatry, 37(6), pp. 673–686. doi:10.1111/j.1469-7610.1996.tb01459.x.
- Henry, L.A. and Norman, T. (1996). The Relationships between Memory Performance, Use of Simple Memory Strategies and Metamemory in Young Children. International Journal of Behavioral Development, 19(1), pp. 177–199. doi:10.1177/016502549601900113.
- Leather, C.V. and Henry, L.A. (1994). Working Memory Span and Phonological Awareness Tasks as Predictors of Early Reading Ability. Journal of Experimental Child Psychology, 58(1), pp. 88–111. doi:10.1006/jecp.1994.1027.
- Michas, I.C. and Henry, L.A. (1994). The link between phonological memory and vocabulary acquisition. British Journal of Developmental Psychology, 12(2), pp. 147–163. doi:10.1111/j.2044-835x.1994.tb00625.x.
- Henry, L.A. (1994). The Relationship between Speech Rate and Memory Span in Children. International Journal of Behavioral Development, 17(1), pp. 37–56. doi:10.1177/016502549401700103.
- Henry, L.A. and Millar, S. (1993). Why does memory span increase with age?: A review of the evidence for two current hypotheses. European Journal of Cognitive Psychology, 5, pp. 241–287.
- Henry, L.A. (1991). Development of auditory memory span: The role of rehearsal. British Journal of Developmental Psychology, 9(4), pp. 493–511. doi:10.1111/j.2044-835x.1991.tb00892.x.
- Henry, L.A. (1991). The Effects of Word Length and Phonemic Similarity in Young Children's Short-term Memory. The Quarterly Journal of Experimental Psychology Section A, 43(1), pp. 35–52. doi:10.1080/14640749108400998.
- Henry, L.A. and Millar, S. (1991). Memory span increase with age: A test of two hypotheses. Journal of Experimental Child Psychology, 51, pp. 459–484.
Contact details
Address
Northampton Square
London EC1V 0HB
United Kingdom
About
Overview
Lucy has been a Professor of Speech and Language at City, University of London since 2013. She is a qualified Clinical Psychologist with research expertise in the development of memory, language, and higher order thinking skills in neurodiverse children and young people.
Lucy's degree and PhD, from the Universities of Bristol and Oxford respectively, were both in Developmental Psychology, and her initial research focus was on memory development in children. She started her academic career lecturing in Developmental Psychology at the University of Reading, consolidating research interests in working memory, strategy development, and academic achievement. Lucy moved to the Institute of Psychiatry, Psychology and Neuroscience, King's College London, to train as a Clinical Psychologist, remaining there for several years as a Wellcome Research Fellow, developing new research into witness skills in children with intellectual disabilities.
More recently, Lucy and her colleagues carried out a large ESRC-funded study on witness skills in autistic children, and she continues to work closely with intermediaries within the justice system.
Lucy's current research aims to gain a better understanding of the development of executive functioning, language, narrative skills, and Hebb repetition learning in neurodiverse children and young people. She is jointly leading a UKRI-ESRC funded project (2024-2027) looking at the effects of COVID lockdowns on children’s talking and thinking skills. @BICYCLE_study
Qualifications
- Doctor of Philosophy honoris causa, Linköping University, Sweden, Nov 2022
- Fellow of the Higher Education Academy, Higher Education Academy, May 2021
- DClinPsych, King's College London, United Kingdom, Oct 1994 – Sep 1998
- DPhil, University of Oxford, United Kingdom, Oct 1986 – Nov 1989
- BSc, University of Bristol, United Kingdom, Oct 1983 – Jul 1986
Administrative role
- Co-ordinator for the MSc Conversion Course; Divisional Ethical Lead
Employment
- Professor of Speech & Language, City, University London, 2013 – present
Memberships of committees
- ESRC Peer Review College; Scientific Committee: The European Conference on Intellectual and Developmental Disabilities (ECIDD)
Memberships of professional organisations
- Associate Fellow of the British Psychological Society; Member of the Division of Clinical Psychology, BPS; Member of the Experimental Psychology Society; Member of the British Neurological Society; Member of the Association for Child and Adolescent Mental Health; Member of the South East Eyewitness Network
Teaching
Undergraduate Modules:
SL3007 - Research and Evidence-based Practice (applying evidence-based practice to clinical work)
SL3001 - Research and Evidence-based Practice (statistics and research methods)
SL3002 - Language Sciences (working memory, reading)
SL2003 - Developmental Psychology (memory development, executive functioning, developmental disorders)
Postgraduate Modules:
APM002 - SHS MSc Dissertation Module (module leader)
SLM008 - Research and Evidence-based Practice (statistics and research methods)
HCM003 - Cognitive and Communication Impairments (Down syndrome, Williams syndrome)
Other Teaching Exertise
Vulnerable witnesses (e.g. children with intellectual disabilities, autism, Down syndrome)
Research
Research overview
Professor Lucy Henry's research interests are all in the field of cognitive development and developmental disabilities. They include working memory and higher order thinking (executive functioning) in typical children and those with developmental disorders (e.g. specific language impairment, intellectual disabilities, Williams syndrome, Down syndrome, developmental coordination disorder, complex trauma history, special educational needs, mathematical difficulties, dyslexia); and memory and witness skills in those with intellectual and developmental disabilities (autism spectrum disorders, intellectual disabilities).
Lucy has a long-standing interest in the use and development of memory strategies, particularly 'inner speech' and verbal rehearsal, and have recently developed a protocol for training working memory skills in primary school-age children. She is also interested in the relationships between working memory, executive functioning and educational achievements (e.g. reading, mathematics, vocabulary development) in children who have typical and atypical development.
Research areas
- Developmental and intellectual disabilities
- Specific language impairment; Working memory
- Executive functioning; Witness skills in children with developmental disorders
Current and recently completed grants / Activities
- 2014-2017, Executive functioning in children with developmental coordination disorder - PhD Extension for follow-up study.; Waterloo Foundation, Reference 920/2318, £9,489. With Hayley Leonard, Elisabeth Hill (Goldsmiths). Principal Investigator.
- 2013-2016, Access to justice for children with autism spectrum disorders, ESRC Reference ES/J020893/1, £370,000. With Laura Crane and Rachel Wilcock. Principal Investigator.
- 2012-2013, Executive functioning in children with developmental coordination disorder.; Waterloo Foundation. £42,115. With Hayley Leonard, Elisabeth Hill (Goldsmiths). Principal Investigator.
- 2012, Experiences of receiving and communicating a diagnosis of autism spectrum disorder. British Academy, Reference SG112070, £9,973. With Laura Crane, Lorna Goddard (Goldsmiths) and Elisabeth Hill (Goldsmiths). Co-Investigator.
- 2011, Training working memory in five- to -eight-year-olds. London South Bank University Enterprise Opportunities Fund, £5,000. With Gilly Nash (LSBU). Principal Investigator.
- 2010-2013, Inner speech in children with Down and Williams syndrome. Swedish Council for Working Life and Social Research (Forskningsrådet för arbetsliv och socialvetenskap), £175,000. With Henrik Danielsson and Jerker Rönnberg (Linköping University, Sweden) and David Messer (Open University). Co-Investigator.
- 2009-2010, Executive functioning in children with intellectual disabilities, Leverhulme Visiting Research Fellowship, hosting Dr. Henrik Danielsson from Linköping University, Sweden, £17,000. Co-Investigator.
- 2008-2010, Executive functioning in children with specific language impairment. Economic and Social Research Council, Grant Number RES-062-23-0535, £222,103. With David Messer (Open University). Principal Investigator.
Research centres
- Developmental Assessment and Intervention Research (DAIR)
Principal collaborators
- Professor David Messer, Open University, UK
- Dr Rachel Wilcock, LSBU, UK
- Professor Elisabeth Hill, Goldsmiths University London, UK
- Dr Hayley Leonard, Goldsmiths University London, UK
- Dr Henrik Danielsson, University of Linköping, Sweden
- Dr Nicola Botting, City University London, UK
- Dr Mariët van der Molen, University of Amsterdam, The Netherlands; Dr Sebastian Poloczek, Goethe-University Frankfurt, Germany
- Dr Gerhard Büttner, Goethe-University Frankfurt, Germany
- Prof Jerker Rönnberg, University of Linköping , Sweden
- Prof Lars-Göran Nilsson, Stockholm University and Stockholm Brain Institute, Sweden
- Dr Claudia Mähler, Hildesheim University, Germany
- Dr Jamie Smith-Spark, LSBU, UK;
- Professor Shula Chiat, City University London, UK
Research assistants
- Dr Mimi Kirke-Smith
- Dr Zoe Hobson
- Ms Marialivia Bernardi
Fellows
- Dr Gilly Nash
- Dr Laura Crane
Research students
1st supervisor
- Abbie Moran, Research Student
- Anna Harvey, Research Student
Nalini Edwards
Attendance: Oct 2020 – Apr 2025, full-time
Thesis title: Understanding and researching distress using co-research with and for autistic children with complex needs
Role: 2nd Supervisor
Sarah Donald
Attendance: Oct 2020 – Apr 2025, full-time
Thesis title: Improving research practices for autistic people who are minimally verbal and/or have intellectual disabilities
Role: 2nd Supervisor
Anna Harvey
Attendance: Feb 2020 – May 2023, full-time
Thesis title: Narrative skills in autistic young people
Role: 1st Supervisor
Abigail Moran
Attendance: Feb 2017 – Jun 2022, full-time
Thesis title: Phonological encoding and verbal rehearsal strategies in children with developmental language disorder
Role: 1st Supervisor
Deborah Collins
Attendance: Feb 2016 – present, full-time
Thesis title: Eyewitness memory in adults with intellectual disabilities
Role: External Supervisor
Emma Christopher
Attendance: Oct 2015 – present
Thesis title: Improving language comprehension in children with developmental language disorder using working memory training
Role: 1st Supervisor
Marialivia Bernardi
Attendance: Oct 2015 – present
Thesis title: Executive functioning in children with developmental coordination disorder
Role: 1st Supervisor
Hilary Lowe
Attendance: Oct 2015 – present
Thesis title: The Effectiveness of Classroom Vocabulary Intervention for Adolescents with Language Disorder
Role: 2nd Supervisor
Jen Kearvell-White
Thesis title: Executive functioning in children with special educational needs
Further information: Since Sept 2011, full-time, joint OU student
Rebecca Gordon
Thesis title: Executive functioning in children with arithmetical difficulties
Further information: Since 2012, full-time, LSBU PhD Scholarship
Publications
Publications by category
Book
- Henry, L. (2011). The Development of Working Memory in Children. SAGE. ISBN 978-1-84787-328-6.
Chapters (7)
- Henry, L.A., Messer, D. and Poloczek, S. (2018). Working memory and intellectual disabilities. In Alloway, T. (Ed.), Working Memory and Clinical Developmental Disorders Theories, Debates and Interventions Routledge. ISBN 978-1-315-30206-5.
- Henry, L.A. (2014). Executive functions and language development/processing. In Brooks, P. and Kemp, V. (Eds.), Encyclopedia of Language Development SAGE Publications. ISBN 978-1-4833-8977-6.
- London, K., Henry, L.A., Conradt, T. and Corser, R. (2013). Suggestibility and Individual Differences in Typically Developing and Intellectually Disabled Children*. (pp. 129–148). Wiley. ISBN 978-0-470-66369-1.
- Henry, L.A., Bettenay, C. and Carney, D.P.J. (2011). Children with Intellectual Disabilities and Developmental Disorders. (pp. 251–283). Wiley. ISBN 978-0-470-68678-2.
- Henry, L.A. and Kumar, C. (1999). Risk assessments of infants born to parents with a mental health problem or learning disability. In Weir, A. and Douglas, A. (Eds.), Child Protection and Adult Mental Health: Conflict of Interest? (pp. 49–62). Oxford: Butterworth Heinemann.
- Henry, L.A., Moran, A. and Messer, D.J. Working Memory Development. (pp. 1–12). Wiley. ISBN 978-1-119-16189-9.
- Messer, D.J., Moran, A. and Henry, L.A. Executive Functioning in Children. (pp. 1–12). Wiley. ISBN 978-1-119-16189-9.
Journal articles (94)
Professional activities
Editorial activity
- British Journal of Developmental Psychology, Associate Editor.
Events/conferences (33)
- Henry, L.A., Messer, D.J. & Nash, G. Verbal fluency and executive skills in children with specific language impairment. Reading (2013).
Description: Paper presented at the Joint Annual Conference of the BPS Developmental and Cognitive Sections - Kirke-Smith, M., Henry, L.A. & Messer, D.J. Executive functioning, inner speech and maltreatment. Reading (2013).
Description: Paper presented at the Joint Annual Conference of the BPS Developmental and Cognitive Sections - Kearvell-White, J., Messer, D.J., Henry, L.A. & Faulkner, D. Executive functioning and adolescents on the register of special educational needs. Reading (2013).
Description: Paper presented at the Joint Annual Conference of the BPS Developmental and Cognitive Sections - Poloczek, S., Büttner, G., Danielsson, H., Henry, L., Mähler, C., Messer, D., Schuchardt, K., Van der Molen, M. Welche Jugendlichen mit intellektueller Beeinträchtigung setzten welche verbalen Merkstrategien ein? Hildesheim, Germany (2013).
Description: Paper to be presented at PAEPS (German Educational Psychology Conference) - Kirke-Smith, M., Henry, L.A. & Messer, D.J. Childhood maltreatment: Developmental Effects on Executive Functioning During Adolescence. Strathclyde (2012).
Description: Paper presented at the Annual Conference of the BPS Developmental Psychology Section - Messer, D.J., Henry, L.A., & Nash, G. Executive functioning and decoding in young people with and without language impairments. Strathclyde (2012).
Description: Paper presented at the Annual Conference of the BPS Developmental Psychology Section - Danielsson, H., Henry, L., Rönnberg, J. & Nilsson, L-G. Executive function in Williams and Down Syndromes. Trieste, Italy (2012).
Description: Paper presented at the 9th European Conference on Intellectual and Developmental Disabilities - Henry, L., Büttner, G., Danielsson, H. , Mähler, C. , Messer, D. , Poloczek, S. , Schuchardt, K., & van der Molen, M.J. Memory, Intellectual Disabilities and Strategies (MIDAS): A Cross-European Study. Trieste, Italy (2012).
Description: Paper presented at the Symposium on 'Memory and Intellectual Disabilities', 9th European Conference on Intellectual and Developmental Disabilities - Kirke-Smith, M., Henry, L.A. & Messer, D.J. Childhood Maltreatment: Developmental Effects on Executive Functioning during Adolescence. Trieste, Italy (2012).
Description: Poster presented at the 9th European Conference on Intellectual and Developmental Disabilities - Poloczek, S. , Büttner, G. , Danielsson, H. , Henry, L. , Mähler, C. , Messer, , Schuchardt, K., & van der Molen, M.J. Memory and Verbal Strategy Use of Adolescents With Moderate vs. Mild Intellectual Disabilities. Trieste, Italy (2012).
Description: Paper presented at the Symposium on 'Memory and Intellectual Disabilities', 9th European Conference on Intellectual and Developmental Disabilities - Messer, D.J., Henry, L.A., & Nash, G. Executive functioning and decoding in young people with and without language impairments. Utrecht, the Netherlands (2012).
Description: Paper presented at the second Development of Executive Functions Workshop - Henry, L.A. Working memory and metacognition: Early development and relevance for reading and maths. Exeter, England (2011).
Description: Invited Symposium discussion paper, 'Working memory and metacognition', 14th biennial conference of the European Association for Research on Learning and Instruction (EARLI) - Henry, L.A., Messer, D.M. & Nash, G. Working memory and reading achievement in children and young people with specific language impairment. Exeter, England (2011).
Description: Paper presented at the Symposium: 'Working memory and educational achievement in children with intellectual and developmental disabilities', 14th biennial conference of the European Association for Research on Learning and Instruction (EARLI) - Kirke-Smith, M. Henry, L.A. & Messer, D.J. Childhood trauma: Developmental effects on executive functioning and inner speech during adolescence. Berlin, Germany (2011).
Description: Poster presented at the International Society for Adolescent Psychology and Psychiatry Annual Conference - Bettenay, C., Henry, L.A. & Ridley, A. Suggestibility and anxiety as predictors of performance in children undergoing cross-examination. Dundee, Scotland (2011).
Description: Paper presented at the 4th Annual Conference of the International Investigative Interviewing Research Group (iIIRG) - Messer, D.J., Henry, L.A., & Nash, G. How specific is specific language impairment? City University London (2011).
Description: Paper presented at the 'Lost for Words: Lost for Life' Conference - Ridley, A., Henry, L., Perry, J. & Crane, L. Perceived credibility and eyewitness accounts of children with intellectual disabilities. Dundee, Scotland (2011).
Description: Paper presented at the 4th Annual Conference of the International Investigative Interviewing Research Group (iIIRG) - Henry, L.A., Bettenay, C. & Ridley, A. Individual differences in suggestibility and anxiety of children undergoing cross-examination. Glasgow, Scotland (2011).
Description: Paper presented at the British Psychological Society Annual Conference - Henry, L.A., Messer, D. & Nash, G. Identifying children with specific language impairment: Measures of working memory and executive functioning. Malta, November (2011).
Description: Invited paper presented at the e-COST Action Meeting (Fifth MC & WGs) IS0804, Reference : ECOST-MEETING-IS0804-281111-011498 - Danielsson, H., Henry, L., Rönnberg, J. & Lars-Göran Nilsson, L-G. Selective problems in executive function in adults with intellectual disability in the Betula database. Rome, Italy (2010).
Description: Paper presented at the International Association for the Scientific Study of Intellectual Disabilities 3rd European Conference - Carney, D., Brown, J. & Henry, L.A. Executive function in Williams and Down syndromes. Goldsmiths University, London (2010).
Description: Paper presented at the Symposium on 'Executive functioning in young people with learning disabilities', BPS Developmental Section Conference - Henry, L.A. & Messer, D.J. Verbal and non-verbal executive skills in children with specific language impairment. Goldsmiths University of London, London (2010).
Description: Paper presented at the Symposium on 'Executive functioning in young people with learning disabilities', BPS Developmental Psychology Section Conference - Henry, L.A., Messer, D.J. & Nash, G. Educational implications of deficits in executive functioning for children with specific language impairment. Frankfurt, Germany (2010).
Description: Paper presented at the Special Educational Needs Special Interest Group 15, EARLI - Messer, D.J., Henry, L.A., & Nash, G. The relations between executive functioning and language in young people with SLI and in typical comparison groups. Goldsmiths University, London (2010).
Description: Paper presented at the Symposium on 'Executive functioning in young people with learning disabilities', BPS Developmental Section Conference - Bettenay, C., Henry, L.A. & Ridley, A. Direct and cross-examination performance of children with intellectual disabilities. Norway (2010).
Description: Paper presented at the 3rd Annual Conference of the International Investigative Interviewing Research Group (iIIRG), Stavern Police Academy - Danielsson, H., Henry, L., Messer, D. Executive functions in children with intellectual disabilities. Geneva (2010).
Description: Paper presented at the 8th European Conference on Psychological Theory and Research on Intellectual and Developmental Disabilities - Henry, L.A., Constandinos, A. & Dunne, D. Dynamic learning and working memory in adults with autism and intellectual disabilities. Geneva (2010).
Description: Poster presented at the 8th European Conference on Psychological Theory and Research on Intellectual and Developmental Disabilities - Henry, L.A., Messer, D.J. & Nash, G. Are there domain specific deficits in executive functioning in children and young people with specific language impairment? Geneva (2010).
Description: Paper presented at the Symposium on 'Executive functioning in children with intellectual and developmental disabilities', 8th European Conference on Intellectual and Developmental Disabilities - Nash, G. , Henry, L.A., & Messer, D.J. Verbal and non-verbal fluency in children with Specific Language Impairment. City University London, London (2010).
Description: Paper presented at the Child Language Seminar - Henry, L.A., Messer, D.J. & Nash, G. Executive functioning in children with specific language impairment. Granada (2010).
Description: Paper presented at the Joint Experimental Psychology Society and Spanish Experimental Psychology Society Meeting - Henry, L.A., Messer, D.J. & Nash, G. Executive functioning in children with specific language impairment: More preliminary findings. London (2010).
Description: Invited paper presented at the Specific Language Impairment, Special Interest Group, Royal College of Speech and Language Therapists - Bettenay, C., Henry, L.A. & Ridley, A. Good counsel? Resistance to cross-examination of children aged 5 to 11 years with and without intellectual disabilities. London South Bank University, London (2010).
Description: IA-AP 9th Conference - Carney, D., Henry, L.A. & Brown, J. Executive functioning in children with Down and Williams syndrome. Geneva (2010).
Description: Poster presented at the 8th European Conference on Psychological Theory and Research on Intellectual and Developmental Disabilities
Keynote lecture/speech
- Working memory in children with intellectual and developmental disabilities. Munich, Germany (2013). Invited Keynote presentation at the 15th biennial conference of the European Association for Research on Learning and Instruction (EARLI)