Dr Josie Briscoe

Summary

One line of research addresses the locus and range of memory-related deficits observed in children at risk of developmental disorders of memory and language. In collaboration with F. Khadem, P. Rankin and S. Gathercole, we have been exploring the behavioural and neural correlates of memory and language impairments in children via the Routes Through Memory Project (Funded by The Wellcome Trust). Continuing projects include:

• Identification of everyday memory impairment in children of school-age (with P. Rankin)
•  Markers of episodic memory impairment in children at risk of early hypoxic insult.
• Genetic contributions to everyday memory failure in children and adults (with R. Chilvers, D. Skuse and T. Baldeweg).

A second line of research is concerned with communication deficits in children i.e. whether perceptual or cognitive impairments impede multi-sensory integration in children with communication deficits. Continuing projects include:

• Face-voice association skills in children with Specific Language Impairment.
• Multi-sensory perceptual integration in children with Autism (with L. Grayson & A. Holcombe)

The extent to which auditory perception impinges on working memory, language and literacy skills comprise my third line of research. Children with hearing impairments display relative integrity of reading and linguistic abilities, despite weak phonological skills (Briscoe, Bishop & Norbury, 2001). Continuing projects include:

• Effects of auditory interference on complex working memory
• Segmentation and phonotactic influences on nonword processing in children with SLI

Recent and current grants

• 2002 – 2004 £19K, Young Researcher Initiative (Cardiff University).
• 2003 onwards ESRC 1+3 Studentship, Grayson, supervised by Briscoe
• 2003 onwards CHRAT Studentship, Chilvers, supervised by Skuse, Briscoe, & Baldeweg

Biography

I received my first degree from University of Dundee (1992) before moving to the University of Bristol for research experience in the Department of Child Health. I completed my PhD at the Department of Experimental Psychology, University of Bristol in 1998. Several years of post-doctoral experience followed at the University of Oxford (with Prof. D. Bishop) and at the University of Bristol (with joint collaboration with Prof. S. Gathercole and Prof. F. Khadem) before moving to a lectureship at Cardiff University (2002). I have recently been appointed as a new lecturer at University of Bristol (2005).

Teaching

PHD students supervised

• 2003 – L. Grayson; 1+3 ESRC funding, with A. Holcombe, Cardiff University
• 2003 – R. Chilvers; CHRAT funding (joint supervisor with D. Skuse & T. Baldeweg, ICH, UCL)
• 2010 - Mallika Sen
• 2010 - Anna Weaver

Keywords

• Cognitive development
• Working memory

Expertise

One line of research addresses the locus and range of memory-related deficits observed in children at risk of developmental disorders of memory and language. In collaboration with F. Khadem, P. Rankin and S. Gathercole, we have been exploring the behavioural and neural correlates of memory and language impairments in children via the Routes Through Memory Project (Funded by The Wellcome Trust). A second line of research is concerned with communication deficits in children i.e. whether perceptual or cognitive impairments impede multi-sensory integration in children with communication deficits. The extent to which auditory perception impinges on working memory, language and literacy skills comprise my third line of research. Children with hearing impairments display relative integrity of reading and linguistic abilities, despite weak phonological skills (Briscoe, Bishop & Norbury, 2001).

Memberships

Organisations

School of Experimental Psychology

Other sites

• Neuroscience

Experimental Psychology staff

• Experimental Psychology academic staff

Research themes

• Cognitive Processes

Research groups

• Developmental Group
• Memory Group

Recent publications

• Sen, M & Briscoe, JM 2013, ‘Uni-modal and Cross-modal Priming of Familiar Faces and Voices in Children’.
• Kapikian, A & Briscoe, J 2012, ‘Semantic binding, not attentional control, generates coherent global structure in children's narrative memory’. European Journal of Cognitive Psychology, vol 24., pp. 751-764
• Briscoe, J, Chilvers, R, Baldeweg, T & Skuse, D 2012, ‘A specific cognitive deficit within semantic cognition across a multi-generational family’. Proceedings. Biological sciences / The Royal Society, vol 279., pp. 3652-61
• Pellicano, E, Smith, A, Cristino, F, Hood, B, Briscoe, J & Gilchrist, I 2011, ‘Children with autism are neither systematic nor optimal foragers’. Proceedings of the National Academy of Sciences, vol 108., pp. 421 - 426
• Sen, M & Briscoe, JM 2011, ‘An exploration of the development of person-specific knowledge via face-voice interactions.’.
• Pellicano, E, Smith, A, Cristino, F, Hood, B, Briscoe, J & Gilchrist, I 2011, ‘Reply to Nemeth and Janacsek: Children with autism learn to search differently in a large-scale context’. Proceedings of the National Academy of Sciences, vol 108., pp. 421 - 426
• Sen, M & Briscoe, JM 2010, ‘An exploration of the development of person-specific knowledge via face-voice interactions’.
• Sen, M & Briscoe, JM 2010, ‘A developmental study of processing strategy and familiarity in face and voice recognition’.
• Briscoe, J & Rankin, P 2009, ‘Exploration of a 'double-jeopardy' hypothesis within working memory profiles for children with specific language impairment’. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS, vol 44., pp. 236 - 250
• Gathercole, SE, Briscoe, J, Thorn, A, Tiffany, C & 2008, ‘Deficits in verbal long-term memory and learning in children with poor phonological short-term memory skills’. The Quarterly Journal of Experimental Psychology: Section A, vol 61., pp. 474-490

View complete publications list in the University of Bristol publications system