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Professor Christopher Jarrold

Cognitive development

My research focuses on children’s cognitive development, and particularly on the processes that support goal-directed behaviour and the maintenance of information in immediate memory. These abilities in turn affect children’s control of behaviour, and aspects of their language learning and educational attainment. Although my work is based on a detailed understanding of typical development, much of it is applied to developmental conditions including autism, Down syndrome, and Williams syndrome. It therefore has both clinical and educational relevance, and has led to the development of information resources for educational professionals.


Recent and current grants

• Jarrold C. & Van ‘t Wout, F. ‘The development of procedural working memory’. Leverhulme Trust Project Grant. £193k, 36 months funding from January 2015.

• Jarrold C. & Smith, E. ‘Providing a novel framework to measure the key components of executive function in DS, with applications for efficient early clinical diagnosis of dementia’. Jerome Lejeune Foundation Grant.  €19k, 12 months funding from January 2015.

• Hall, D. & Jarrold C. ‘Making working memory work for educational psychologists’. ESRC Knowledge Exchange Scheme grant. £27k, 12 months funding from January 2014.

• Williams, D., Boucher, J., & Jarrold C. ‘Time-based and event-based prospective memory in autism: The roles of executive function and theory of mind’. ESRC research award.  £80k, 11 months funding from January 2011.

• Jarrold C. & Towse J. N. ‘The development of working memory’. ESRC research award. £460k (plus £52k grant-linked studentship), 36 months funding from January 2011.

• Bayliss, D. M., & Jarrold, C. ‘Memory consolidation and educational achievement in children’. Australian Research Council grant. AUS$ 150k, 36 months funding from January 2009.

• Oberauer, K., Farrell, S., & Jarrold, C. ‘Modeling working memory’. ESRC research award. 674k, 36 months funding from September 2008.

Research keywords

  • Developmental Psychology
  • Memory