Lucy Cragg

Contact

• workRoom C39 School of Psychology
  University Park
  Nottingham
  NG7 2RD
  UK
• work0115 84 67926
• fax0115 95 15324
• lucy.cragg@nottingham.ac.uk
• https://lucycragg.wordpress.com/

Research Summary

My research addresses the development of cognitive control, the set of processes that underlie the ability to control our thought and actions (also termed executive functions). These include… read more

Recent Publications

• TRICKETT, J., GILMORE, C., CRAGG, L., CLAYTON, S., MARLOW, N., SIMMS, V., SPONG, R. and JOHNSON, S., 2021. No Excess of Mathematics Anxiety in Adolescents Born Very Preterm Journal of developmental and behavioral pediatrics : JDBP. 42(3), 220-226
• BLAKEY, E., MATTHEWS, D., CRAGG, L., BUCK, J., CAMERON, D., HIGGINS, B., PEPPER, L., RIDLEY, E., SULLIVAN, E. and CARROLL, D.J., 2020. The Role of Executive Functions in Socioeconomic Attainment Gaps: Results From a Randomized Controlled Trial Child Development. 91(5), 1594-1614
• HIRST RJ, KICKS EC, ALLEN HA and CRAGG L, 2019. Cross-modal interference-control is reduced in childhood but maintained in aging: A cohort study of stimulus- and response-interference in cross-modal and unimodal Stroop tasks. Journal of experimental psychology. Human perception and performance. 45(5), 553-572
• RETZLER, J., JOHNSON, S., GROOM, M., HOLLIS, C., BUDGE, H. and CRAGG, L., 2019. Cognitive predictors of parent-rated inattention in very preterm children: The role of working memory and processing speed Child Neuropsychology. 25(5), 617-635

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Current Research

My research addresses the development of cognitive control, the set of processes that underlie the ability to control our thought and actions (also termed executive functions). These include manipulating and selecting relevant information in working memory, ignoring distractions, suppressing inappropriate response tendencies, and flexibly shifting between different tasks. I am interested in how these processes develop in typical school-age children, how they contribute to academic achievement, and why they go awry in neurodevelopmental conditions such as ADHD and preterm birth. I also investigate the neural mechanisms that support the development of cognitive control processes using neuroimaging techniques such as electroencephalography (EEG).

• TRICKETT, J., GILMORE, C., CRAGG, L., CLAYTON, S., MARLOW, N., SIMMS, V., SPONG, R. and JOHNSON, S., 2021. No Excess of Mathematics Anxiety in Adolescents Born Very Preterm Journal of developmental and behavioral pediatrics : JDBP. 42(3), 220-226
• BLAKEY, E., MATTHEWS, D., CRAGG, L., BUCK, J., CAMERON, D., HIGGINS, B., PEPPER, L., RIDLEY, E., SULLIVAN, E. and CARROLL, D.J., 2020. The Role of Executive Functions in Socioeconomic Attainment Gaps: Results From a Randomized Controlled Trial Child Development. 91(5), 1594-1614
• HIRST RJ, KICKS EC, ALLEN HA and CRAGG L, 2019. Cross-modal interference-control is reduced in childhood but maintained in aging: A cohort study of stimulus- and response-interference in cross-modal and unimodal Stroop tasks. Journal of experimental psychology. Human perception and performance. 45(5), 553-572
• RETZLER, J., JOHNSON, S., GROOM, M., HOLLIS, C., BUDGE, H. and CRAGG, L., 2019. Cognitive predictors of parent-rated inattention in very preterm children: The role of working memory and processing speed Child Neuropsychology. 25(5), 617-635
• JOHNSON, S., BAMBER, D., BOUNTZIOUKA, V., CLAYTON, S., CRAGG, L., GILMORE, C., GRIFFITHS, R., MARLOW, N., SIMMS, V. and WHARRAD, H.J., 2019. Improving developmental and educational support for children born preterm: Evaluation of an e-learning resource for education professionals BMJ Open. 9(6),
• HIRST, R.J., KICKS, E.C., ALLEN, H.A. and CRAGG, L., 2019. Cross-modal interference-control is reduced in childhood but maintained in aging: A cohort study of stimulus- and response-interference in cross-modal and unimodal stroop tasks Journal of Experimental Psychology: Human Perception and Performance. 45(5), 553-572
• HUBBER, P.J., GILMORE, C. and CRAGG, L., 2019. Mathematics students demonstrate superior visuo-spatial working memory to humanities students under conditions of low central executive processing load Journal of Numerical Cognition. 5(2), 189-219
• GILMORE, CAMILLA and CRAGG, LUCY, 2018. The Role of Executive Function Skills in the Development of Children’s Mathematical Competencies. In: Heterogeneity of Function in Numerical Cognition Elsevier. 263-286
• HIRST, REBECCA J, STACEY, JEMAINE E, CRAGG, LUCY, STACEY, PAULA C and ALLEN, HARRIET A, 2018. The threshold for the McGurk effect in audio-visual noise decreases with development Scientific reports. 8(1), 12372
• HIRST, REBECCA J, CRAGG, LUCY and ALLEN, HARRIET A, 2018. Vision dominates audition in adults but not children: A meta-analysis of the Colavita effect Neuroscience & Biobehavioral Reviews. (In Press.)
• GILMORE, C., CLAYTON, S., CRAGG, L., MCKEAVENEY, C., SIMMS, V. and JOHNSON, S., 2018. Understanding arithmetic concepts: The role of domain-specific and domain-general skills PLoS ONE. 13(9),
• CRAGG, L., KEEBLE, S., RICHARDSON, S., ROOME, H. E. and GILMORE, C., 2017. Direct and indirect influences of executive functions on mathematics achievement Cognition. 162, 12-26
• CRAGG, LUCY, RICHARDSON, SOPHIE, HUBBER, PAULA J, KEEBLE, SARAH and GILMORE, CAMILLA, 2017. When is working memory important for arithmetic? The impact of strategy and age PloS one. 12(12), e0188693
• CRAGG, L., 2016. The development of stimulus and response interference control in mid-childhood Developmental Psychology. 52, 242-252
• GILMORE, C., CRAGG, L., HOGAN, G. and INGLIS, M., 2016. Congruency effects in dot comparison tasks: Convex hull is more important than dot area Journal of Cognitive Psychology. 28, 923-931
• GILMORE, C., KEEBLE, S., RICHARDSON, S. and CRAGG, L., 2015. The role of cognitive inhibition in different components of arithmetic ZDM: The International Journal on Mathematics Education. 47(5), 771-782
• SIMMS, V., GILMORE, C., CRAGG, L., CLAYTON, S., MARLOW, N. and JOHNSON, S., 2015. Nature and origins of mathematics difficulties in very preterm children: A different etiology than developmental dyscalculia Pediatric Research. 77, 389–395
• GROOM, M. J. and CRAGG, L., 2015. Differential modulation of the N2 and P3 event-related potentials by response conflict and inhibition Brain and Cognition. 97, 1-9
• SIMMS, V., CLAYTON, S., CRAGG, L., GIMORE, C. and JOHNSON, S., 2015. Explaining the relationship between number line estimation and mathematical achievement: The role of visuo-motor integration and visuo-spatial skills Journal of Experimental Child Psychology. (In Press.)
• BROGAN E, CRAGG L, GILMORE C, MARLOW N, SIMMS V and JOHNSON S, 2014. Inattention in very preterm children: implications for screening and detection. Archives of disease in childhood. 99(9), 834-9
• FITZGIBBON L, CRAGG L and CARROLL DJ, 2014. Primed to be inflexible: the influence of set size on cognitive flexibility during childhood. Frontiers in psychology. 5, 101
• HUBBER PJ, GILMORE C and CRAGG L, 2014. The roles of the central executive and visuospatial storage in mental arithmetic: a comparison across strategies. Quarterly journal of experimental psychology (2006). 67(5), 936-54
• CRAGG, L. and GILMORE, C., 2014. Skills underlying mathematics: The role of executive function in the development of mathematics proficiency Trends in Neuroscience and Education. 3(2), 63-68
• GILMORE, C. and CRAGG, L., 2014. Teachers’ understanding of the role of executive functions in mathematics learning Mind Brain and Education. 8(3), 132-136
• MULDER, H. and CRAGG, L., 2014. Executive functions and academic achievement: Current research and future directions Infant and Child Development. 23(1), 1-3
• SIMMS, V., GILMORE, C., CRAGG, L., MARLOW, N., WOLKE, D. and JOHNSON, S., 2013. Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing Pediatric Research. 73(2), 236–244
• GILMORE, C., ATTRIDGE, N., CLAYTON, S., CRAGG, L., JOHNSON, S., MARLOW, N., SIMMS, V. and INGLIS, M., 2013. Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement PLoS ONE. 8(6), e67374
• SIMMS, V., CRAGG, L., GILMORE, C., MARLOW, N. and JOHNSON, S., 2013. Mathematics difficulties in children born very preterm: current research and future directions Archives of Disease in Childhood: Fetal and Neonatal Edition. (In Press.)
• CRAGG, L and & CHEVALIER, N., 2012. The processes underlying flexibility in childhood The Quarterly Journal of Experimental Psychology. 65(2), 209-232
• CRAGG, L., KOVACEVIC, N., MCINTOSH, A.R., POULSEN, C., MARTINU, K., LEONARD, G. and PAUS, T., 2011. Maturation of EEG power spectra in early adolescence: a longitudinal study Developmental Science. 14(5), 935-943
• CRAGG, L and & NATION, K., 2010. Language and the development of cognitive control Topics in Cognitive Science. 2(4), 631-642
• CRAGG, L. and NATION, K., 2009. Shifting development in mid-childhood: the influence of between-task interference Developmental Psychology. 45(5), 1465-1479
• NORBURY, C.F., BROCK, J., CRAGG, L., EINAV, S., GRIFFITHS, H. and NATION, K., 2009. Eye-movement patterns are associated with communicative competence in autistic spectrum disorders Journal of Child Psychology and Psychiatry. 50(7), 834-842
• CRAGG, L., FOX, A., NATION, K., REID, C. and ANDERSON, M., 2009. Neural correlates of successful and partial inhibitions in children: an ERP study Developmental Psychobiology. 51(7), 533-543
• CRAGG, L. and NATION, K., 2008. Go or no-go?Developmental improvements in the efficiency of response inhibition in mid-childhood Developmental Science. 11(6), 819-827
• CRAGG, L. and NATION, K., 2007. Self-ordered pointing as a test of working memory in typically developing children Memory. 15(5), 526-535
• CRAGG, L. and NATION, K., 2006. Exploring written narrative in children with poor reading comprehension Educational Psychology. 26(1), 55-72