Search
Search the City, University of London site
Menu
People
  1. Academic experts
  2. Research students
  3. Students
  4. Alumni
  5. Senior people at City
  6. Non-academic staff
  7. Honorary graduates
People

portrait of Professor Lucy Henry

Professor Lucy Henry

Professor of Speech & Language

School of Health Sciences, Division of Language and Communication Science

Contact Information

Contact

Visit Lucy Henry

M119, Myddelton Street Building

Postal Address

City, University of London
Northampton Square
London
EC1V 0HB
United Kingdom

About

Overview

Lucy is a Professor of Speech and Language who joined City, University of London in 2013. She is a qualified Clinical Psychologist with research expertise in the development of memory and higher order thinking, specialising in children with various developmental conditions, including developmental language disorder.

Lucy's degree and PhD, Universities of Bristol and Oxford respectively, were both in Psychology, and her research focus was on memory development in children. She started her academic career lecturing in Developmental Psychology at Reading University, consolidating her interests in working memory, strategy development, and academic achievement. Lucy moved to the Institute of Psychiatry, King's College London, to train as a Clinical Psychologist, remaining there for several years as a Wellcome Research Fellow and developing new research into witness skills in children with intellectual disabilities.

Further work on memory development, witness skills, and higher order thinking skills (executive functioning) was developed subsequently, encompassing children with a wide range of developmental conditions (including developmental language disorder, intellectual disability, developmental coordination disorder, Down syndrome, Williams syndrome, autism, and maltreatment histories).

Qualifications

  1. DClinPsych, King's College London, United Kingdom, Oct 1994 – Sep 1998
  2. DPhil, University of Oxford, United Kingdom, Oct 1986 – Nov 1989
  3. BSc, University of Bristol, United Kingdom, Oct 1983 – Jul 1986

Administrative role

  1. Co-ordinator for the MSc Conversion Course; Divisional Ethical Lead

Employment

  1. Professor of Speech & Language, City, University London, 2013 – present

Memberships of committees

  1. ESRC Peer Review College; Scientific Committee: The European Conference on Intellectual and Developmental Disabilities (ECIDD)

Memberships of professional organisations

  1. 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

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

Anna Harvey

Attendance: Feb 2021 – Jan 2024, full-time

Thesis title: Narrative skills in autistic young people

Role: 1st Supervisor

Abigail Moran

Attendance: Feb 2017 – present, full-time

Thesis title: Inner speech 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

Book

  1. Henry, L. (2011). The Development of Working Memory in Children. SAGE. ISBN 978-1-84787-328-6.

Chapters (5)

  1. 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.
  2. 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.
  3. London, K., Henry, L.A., Conradt, T. and Corser, R. (2012). Suggestibility and Individual Differences in Typically Developing and Intellectually Disabled Children. Suggestibility in Legal Contexts: Psychological Research and Forensic Implications (pp. 129–148). ISBN 978-0-470-66369-1.
  4. Henry, L.A., Bettenay, C. and Carney, D.P.J. (2011). Children with Intellectual Disabilities and Developmental Disorders. Children's Testimony: A Handbook of Psychological Research and Forensic Practice (pp. 251–283). ISBN 978-0-470-68677-5.
  5. 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.

Journal articles (81)

  1. 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. doi:10.1016/j.jecp.2019.104736.
  2. 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. doi:10.1016/j.ridd.2019.103518.
  3. 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. doi:10.1016/j.ridd.2019.103498.
  4. 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.
  5. 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.
  6. 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(JUN). doi:10.3389/fpsyg.2018.01179.
  7. 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.
  8. 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.
  9. 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.
  10. 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.
  11. 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(APR). doi:10.3389/fpsyg.2018.00582.
  12. Lowe, H., Henry, L., Müller, L.M. and Joffe, V.L. (2018). Vocabulary intervention for adolescents with language disorder: a systematic review. International Journal of Language and Communication Disorders, 53(2), pp. 199–217. doi:10.1111/1460-6984.12355.
  13. 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.
  14. 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 and Developmental Language Impairments, 2.
  15. 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.
  16. 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.
  17. 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.
  18. 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.
  19. 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.
  20. 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.
  21. 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.
  22. 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.
  23. 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.
  24. Smith-Spark, J.H., Henry, L.A., Messer, D.J., Edvardsdottir, E. and Ziecik, 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.
  25. Messer, D.J., Henry, L. 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. doi:10.1111/bjep.12115.
  26. 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.
  27. 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.
  28. 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.
  29. 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.
  30. 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.
  31. 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.
  32. Kirke-Smith, M., Henry, L. and Messer, D. (2014). Executive functioning: Developmental consequences on adolescents with histories of maltreatment. British Journal of Developmental Psychology.
  33. 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.
  34. 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.
  35. 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.
  36. 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.
  37. Van der Molen, M.J., Henry, L.A. and Van Luit, J.E.H. (2013). Working memory development in children with mild to borderline intellectual disabilities. Journal of Intellectual Disability Research.
  38. 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.
  39. 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.
  40. 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.
  41. Henry, L.A., Messer, D.J. and Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry and Allied Disciplines, 53(1), pp. 37–45. doi:10.1111/j.1469-7610.2011.02430.x.
  42. 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.
  43. Henry, L.A., Messer, D.M. and Nash, G. (2012). Phonological and visual short-term memory in children with specific language impairment. Journal of Cognitive Education and Psychology, 11(1), pp. 45–56.
  44. 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.
  45. 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.
  46. 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.
  47. 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.
  48. Henry, L.A. and Winfield, J. (2010). Working memory and educational achievement in children with intellectual disabilities. Journal of Intellectual Disability Research, 54(4), pp. 354–365.
  49. Henry, L.A. and Bettenay, C. (2010). Measuring executive functioning in children. Child and Adolescent Mental Health, 15(2), pp. 110–119. doi:10.1111/j.1475-3588.2010.00557.x.
  50. 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.
  51. Henry, L. (2008). Short-term memory coding in children with intellectual disabilities. American Journal on Mental Retardation, 113(3). doi:10.1352/0895-8017(2008)113[187:SMCICW]2.0.CO;2.
  52. 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 and Allied Disciplines, 48(5), pp. 482–489. doi:10.1111/j.1469-7610.2006.01715.x.
  53. 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.
  54. 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.
  55. Carlton-Conway, D., Ahluwalia, R., Henry, L., Michie, C., Wood, L. and Tulloh, R. (2005). Behaviour sequelae following acute Kawasaki disease. BMC Pediatrics, 5. doi:10.1186/1471-2431-5-14.
  56. 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.
  57. 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 and Cognition, 32(3), pp. 501–510. doi:10.3758/BF03195842.
  58. 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.
  59. 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.
  60. 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.
  61. Henry, L.A. and MacLean, M. (2002). Working memory performance in children with and without intellectual disabilities. American Journal on Mental Retardation, 107(6). doi:10.1352/0895-8017(2002)1072.0.CO;2.
  62. 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.
  63. 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.
  64. 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.
  65. 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. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 53(2), pp. 457–478. doi:10.1080/713755899.
  66. 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. 491–508. doi:10.1352/0895-8017(1999)1042.0.CO;2.
  67. Berry, D.C., Banbury, S. and Henry, L.A. (1997). Transfer across form and modality in implicit and explicit memory. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 50A, pp. 1–24.
  68. Henry, L.A. and Williams, R. (1997). Problems in conceptualisation within cognitive therapy: An illustrative case study. Clinical Psychology and Psychotherapy: an international journal of theory and practice, 4, pp. 201–213.
  69. Russell, J., Jarrold, C. and Henry, L.A. (1996). Working memory in children with autism and with moderate learning difficulties. Journal of Child Psychology and Psychiatry, 37, pp. 673–686.
  70. Henry, L.A. and Norman, T. (1996). The relationship between memory performance, use of simple memory strategies and metamemory in young children. International Journal of Behavioral Development, 19, pp. 177–199.
  71. Michas, I. and Henry, L.A. (1994). The link between phonological memory and vocabulary acquisition. British Journal of Developmental Psychology, 12, pp. 147–163.
  72. 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.
  73. Henry, L.A. (1994). The relationship between speech rate and memory span in children. International Journal of Behavioral Development, 17, pp. 37–56.
  74. 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.
  75. 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.
  76. Henry, L.A. (1991). The effects of word length and phonemic similarity in young children's short-term memory. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 43A, pp. 35–52.
  77. Henry, L.A. (1991). The development of auditory memory span: The role of rehearsal. British Journal of Developmental Psychology, 9, pp. 493–511.
  78. Crane, L., Wilcock, R., Maras, K., Chui, W., Marti-Sanchez, C. and Henry, L.A. 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.
  79. Poloczek, S., Henry, L.A., Messer, D.J. and Buettner, G. Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study. Memory.
  80. Wilcock, R., Crane, L., Hobson, Z., Nash, G., Kirke-Smith, M. and Henry, L.A. Eyewitness identification in child witnesses on the autism spectrum. Research in Autism Spectrum Disorders.
  81. Rowe, A., Titterington, J., Holmes, J., Henry, L. and Taggart, L. A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial. Pilot and Feasibility Studies.

Education

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)

Other Activities

Editorial activity

  1. British Journal of Developmental Psychology, Associate Editor.

Events/conferences (33)

  1. 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
  2. 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
  3. 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
  4. 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)
  5. 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
  6. 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
  7. 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
  8. 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
  9. 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
  10. 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
  11. 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
  12. 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)
  13. 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)
  14. 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
  15. 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)
  16. 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)
  17. 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
  18. 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
  19. 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
  20. 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
  21. 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
  22. 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
  23. 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
  24. 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
  25. 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
  26. 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
  27. 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
  28. 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
  29. 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
  30. 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
  31. 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
  32. 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
  33. 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

  1. 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)