Prof Michelle Ellefson

Patel, J., Aldercotte, A., Tsapali, M., Serpell, Z., Parr, T., & Ellefson, M.R. (2021). The zoo task: A novel metacognitive problem-solving task developed with a sample of African American children from schools in high poverty communities. Psychological Assessment, 33, 795-802. https://doi.org/10.1037/pas0001033  Preprint: https://psyarxiv.com/78y96/  Data:https://osf.io/gkac3/  Zoo Task (Creative Commons license): https://osf.io/c6aq7/

Vasilopoulos, F., & Ellefson, M.R. (2021). Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood. PLOS One, 16, e0250984. https://doi.org/10.1371/journal.pone.0250984  Preprint:https://psyarxiv.com/th43u/

Paes, T., Tsapali, M., & Ellefson, M.R. (2020). Studying cognitive development in school-aged children. In G. Westerman (Ed)., The encyclopaedia of child and adolescent development (Vol. 3, Cognition). https://doi.org/10.1002/9781119171492.wecad107

Xu, C., Ellefson, M.R., Ng, F., Wang, Q., & Hughes, C. (2020). An East-West contrast in executive function: Measurement invariance of computerized tasks in school-aged children and adolescents. Journal of Experimental Child Psychology, 199, 104929. https://doi.org/10.1016/j.jecp.2020.104929

Ellefson, M.R., Zachariou, A., Ng, F.F., Wang, Q., & Hughes, C. (2020). Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom. Journal of Experimental Child Psychology, 194, 104734. https://doi.org/10.1016/j.jecp.2019.104734

Barsham, H., & Ellefson, M.R. (2020). Can teaching upper primary about the ‘testing effect’ increase feelings of confidence about test-taking? Impact, 8. Retrieve from: https://impact.chartered.college/article/can-teaching-upper-primary-testing-effect-increase-feelings-confidence-test-taking/

Tsapali, M., Paes, T.M., & Ellefson, M.R. (2020). Researching cognitive development in primary schools: Methods and practical considerations. Impact, 8, 52-55. Retrieve from: https://impact.chartered.college/article/researching-cognitive-development-primary-schools-methods/

Ellefson, M.R., Baker, S.T., & Gibson, J. (2019). Lessons for successful cognitive developmental science in educational settings: The case of executive functions. Journal of Cognition and Development, 20, 253-277. https://doi.org/10.1080/15248372.2018.1551219

Tsapali, M., & Ellefson, M.R. (2019). Using direct instruction to train primary school children in decision-making skills in the science classroom. Impact, 5, 18-21. Retrieved from: https://impact.chartered.college/article/utilising-direct-instruction-train-primary-school-children-decision-making-skills-science-classroom/

Poletiek, F.H., Conway, C.M., Ellefson, M.R., Lai, J., Bocanegra, B. R., & Christiansen, M. H. (2018). Under what conditions can recursion be learned? Effects of starting small in artificial grammar learning of center embedded structure. Cognitive Science, 42, 2855-2889.  https://doi.org/10.1111/cogs.12685

Paes, T., & Ellefson, M.R. (2018). Pretend play and the development of children’s language skills. Impact, 2, 60-63. Retrieve from: https://impact.chartered.college/article/paes_pretend-play-development-language-skills

Ellefson, M.R., Ng, F.F., Wang, Q., & Hughes, C. (2017). Efficiency of executive function: A two-generation cross-cultural comparison of samples from Hong Kong and the United Kingdom. Psychological Science, 28, 555-566. https://doi.org/10.1177/0956797616687812

Teparek, M., Morgan, R., Ellefson, M., & Kingsley, D. (2017). Starting from the end: what to do when restricted data is released. Data Science Journal, 16, 10. https://doi.org/10.5334/dsj-2017-010

Goedert, K.M., Ellefson, M.R., & Rehder, B. (2014). Differences in the weighting and choice of evidence for plausible versus implausible causes. Journal of Experimental Psychology: Learning Memory and Cognition, 40, 683-702. https://doi.org/10.1037/a0035547

Vousden, J.I., Ellefson, M.R., Solity J., & Chater, N. (2011). Simplifying reading: Applying the simplicity principle to reading. Cognitive Science, 35, 34-78. https://doi.org/10.1111/j.1551-6709.2010.01134.x

Ellefson, M.R., Treiman, R., & Kessler, B. (2009). Learning to label letters by sounds or names: A comparison of England and the United States. Journal of Experimental Child Psychology, 102, 323-341. https://doi.org/10.1016/j.jecp.2008.05.008

Christiansen, M.H., Conway, C.M., & Ellefson, M.R. (2002). Raising the bar for connectionist modeling of developmental disorders. Behavioral and Brain Sciences, 25, 752-753. https://doi.org/10.1017/S0140525x02230137

Christiansen, M.H., Dale, R.A.C., Ellefson, M.R., & Conway, C.M. (2002). The role of sequential learning in language evolution: Computation and experimental studies. In A. Cangelosi and D. Parisi (Eds.), Computational approaches to the evolution of language. New York, USA: Springer Verlag.

Christiansen, M.H., & Ellefson, M.R., (2002). Linguistic adaptation without linguistic constraints: The role of sequential learning in language evolution. In A. Wray (Ed.), The transition to language: Studies in the evolution of language (pp. 335-358). Oxford, UK: Oxford University Press. [Chapter selected by peer review].

Molfese, D.L., Narter, D.B., Van Matre, A.J., Ellefson, M.R., & Modglin, A.A. (2001). Language development during infancy and early childhood: Electrophysiological correlates. In J. Weissenborn and B. Hoehle (Eds.), Approaches to Bootstrapping: Phonological, lexical, syntactic and neurophysiological aspects of early language development, Volume 2 (pp. 181-229). Philadelphia, PA, USA: John Benjamins.