BSc, PhD
Senior Lecturer, School of Psychology
Contact details for Dr Ruth Ford
Research Expertise
- The cognitive development of young children, including the development of executive functions, theory of mind, and episodic memory.
- Applying the findings of basic research into cognitive development to the design and implementation of early intervention programmes for disadvantaged children.
Current teaching areas
- 2005PSY Personality and Individual Differences (convenor)
- 3011PSY Lifespan Development (convenor)
- 1002PSY Introductory Individual and Social Psychology
- 2006PSY Cognition, Memory and Learning
- 3010PSY Cognitive Neuroscience
Publications
- Neumann, M. M., Hood, M., & Ford, R. M. (in press). Early letter and number identification in young children. European Early Childhood Education Research Journal.
- Ford, R. M., Neulinger, K., Mohay, H., O’Callaghan, M., Gray, P., & Shum, D. (in press) Executive function in 7- to 9-year-old children born extremely preterm or with extremely low birth weight: Effects of biomedical history, age at assessment, and socioeconomic status. Archives of Clinical Neuropsychology
- Neumann, M. M., Hood, M., Ford, R. M., & Neumann, D. L. (in press). The role of environmental print in emergent literacy. Journal of Early Childhood Literacy.
- Neumann, M., Hood, M., & Ford, R. M. (in press). Mother-child joint writing in an environmental print setting: Relations with emergent literacy. Early Child Development and Care
- Ford, R. M., Driscoll, T., Shum, D., & Macaulay, C. E. (2012). Executive and theory-of-mind contributions to event-based prospective memory in children: Exploring the self projection hypothesis. Journal of Experimental Child Psychology, 111(3), 468-489.
- Ford, R. M., Lobou, S. N., Macaulay, C. E., & Herdman, L. M. (2011). Empathy, theory of mind, and individual differences in the appropriation bias among 4- to 5 year olds. Journal of Experimental Child Psychology, 110(4), 626-646.
- Van Hooff, J. & Ford, R. M. (2011). Remember to forget: ERP evidence for inhibition in an item-method directed forgetting paradigm. Brain Research, 1392, 80-92.
- Van Hooff, J., Whitaker, T. A., & Ford, R. M. (2009). Directed forgetting in direct and indirect tests of memory: Seeking evidence of retrieval inhibition using electrophysiological measures. Brain and Cognition, 73, 153-164.
- Ford, R.M., McDougall, S. P., & Evans, D. (2009). Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start pre-school sample. British Journal of Psychology, 100, 773-797.
- Ford, R. M. (2009). Children's thinking and cognitive development. In T. Maynard and N. Thomas (Eds.), An Introduction to Early Childhood Studies (2nd ed). Sage Publications.
- Ford, R. M., & Lord-Rees, E. (2008). Representational drawing and the transition from intellectual to visual realism in children with autism. British Journal of Developmental Psychology, 26, 197-219.
- Shum, D., Cross, B., Ford, R., & Ownsworth, T. (2008). A developmental investigation of prospective memory: Effects of interruption. Child Neuropsychology, 14, 547-561.