Emily Elliott, Professor
My research focus includes the areas of short-term memory and working memory, and
also the interaction of attention with memory performance.
My interest in short-term memory stems from the close relationship between the items that a person is attending to and the ability to retain these items over short periods of time. To understand the interaction between memory and attention, it is helpful to be able to manipulate carefully what a person is attending to, or purposefully ignoring. In this way, the auditory modality is very useful for study. The direction of one's attention in the visual modality can be easily modified by gaze, or even closing one's eyes. This is not the case in the auditory modality. For this reason, much of my research includes auditory stimuli, which of course are ever-present in the natural environment. Additionally, I study the development of memory in children. I believe that studying children can be a valuable tool for understanding the origins of adult cognition.
To view the 2016 Psychonomics Poster on Attention Capture, Top-down Control, and the
Cross-modal Stroop Effect, click here
To view the 2016 Psychonomics Poster on Musical Working Memory and Musical Sophistication in Non-musicians, click here
To view the 2016 Psychonomics Poster on Rehearsal and Auditory Distraction Effects in Serial Recall,
Elliott, E. M., Hughes, R. W., Briganti, A. M., Joseph, T. N., Marsh, J. E., & Macken, W. J. (2016). Distraction in verbal short-term memory: Insights from developmental differences. Journal of Memory & Language, 88, 39-50.
Pella, R.D., Hill, B.D., Shelton, J.T., Elliott, E., & Gouvier, W.D. (2012). Evaluation of embedded malingering indexes in a non-litigating clinical sample using control, clinical, and derived groups. Archives of Clinical Neuropsychology, 27, 45-57.
Elliott, E. M., Cherry, K. E., Silva, J. L., Smitherman, E. M., Jazwinski, S. M., Volaufova, J., & Yu, Q. (2011). Working memory in the oldest-old: Evidence from output serial position curves. Memory & Cognition, 39, 1423-1434.
Shelton, J. T., Elliott, E. M., Matthews, R. A., Hill, B. D., Gouvier, W. D. (2010). The relationships of working memory, secondary memory, and general fluid intelligence: Working memory is special. Journal of Experimental Psychology: Learning, Memory, & Cognition, 36, 813-820.
Hill, B. D., Elliott, E. M., Shelton, J. T., Pella, R., O’Jile, J., & Gouvier, W. D. (2010). Can we improve the clinical assessment of working memory? An evaluation of the WAIS-III using a working memory criterion construct. Journal of Clinical and Experimental Neuropsychology, 32, 315-323.
Shelton, J. T., Elliott, E. M., Eaves, S. D. L., & Exner, A. L. (2009). The distracting effects of a ringing cell phone: An investigation of the laboratory and the classroom setting. Journal of Environmental Psychology, 29, 513-512.
Shelton, J. T., Elliott, E. M., Hill, B. D., Calamia, M. R., & Gouvier, W. D. (2009). A comparison of laboratory and clinical working memory tests and their prediction of fluid intelligence. Intelligence, 37, 283-293.
Elliott, E. M., Bhagat, S. P., & Lynn, S. D. (2007). Can children with (central) auditory processing disorders ignore irrelevant sounds? Research in Developmental Disabilities,28,506-517.
Shelton, J. A., Metzger, R. L., & Elliott, E. M. (2007). A group-administered lag task as a measure of working memory. Behavior Research Methods,39,482-493.
Cherry, K. E., Elliott, E. M., & Reese, C. M. (2007). Age and individual differences in working memory: The size judgment span task. Journal of General Psychology, 134, 43-65
Cowan, N., Fristoe, N. M., Elliott, E. M., Brunner, R. P., & Saults, J. S. (2006). Scope of attention, control of attention, and intelligence in children and adults. Memory & Cognition, 34, 1754-1768.
Elliott, E. M., Barrilleaux, K. M., & Cowan, N. (2006). Individual differences in the ability to avoid distracting sounds. European Journal of Cognitive Psychology, 18, 90-108.[Download PDF]
Cowan, N., Elliott, E. M., Saults, J. S., Nugent, L., Bomb, P., & Hismjatullina, A. (2006). Rethinking speed theories of cognitive development: A response speed that correlates with short-term memory but does not affect it. Psychological Science, 17, 67-73.
Elliott, E. M., & Cowan, N. (2005). Individual differences in memory span and in the effects of irrelevant sounds on memory performance: The coherence of the irrelevant sound effect. Memory & Cognition, 33, 664-675.[Download PDF]
Cowan, N., Elliott, E. M., Saults, J. S., Morey, C. C., Mattox, S., & Hismjatullina, A. (2005). On the capacity of attention: Its estimation and its role in working memory and cognitive aptitudes. Cognitive Psychology, 51, 42-100.[Download PDF]
Cowan, N., Baddeley, A. D., Elliott, E. M., & Norris, J. (2003). List composition and the word length effect in immediate recall: A comparison of localist and globalist assumptions. Psychonomic Bulletin & Review,10, 74-79.
Cowan, N., Towse, J., Hamilton, Z., Saults, S., Elliott, E., Lacey, J., Moreno, M., & Hitch, G. (2003). Children's working-memory processes change with practice: Evidence from a response-timing analysis. Journal of Experimental Psychology: General, 132, 113-132.
Elliott, E. M. (2002). The irrelevant-speech effect and children: Theoretical implications of developmental change. Memory & Cognition, 30, 478-487.
Elliott, E. M., & Cowan, N. (2001). Habituation to auditory distractors in a cross-modal, color-word interference task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 654-667.