Publications

In press

  • Pauls, L.J. & Archibald, L.M.D. (Accepted). Executive functions in children with specific language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research.
  • Archibald, L.M.D., & Harder-Griebeling, K. (In press). Rethinking the connection between working memory and language impairment. International Journal of Language and Communication Disorders.

2015

  • (Book chapter) Archibald, L.M.D., & Noonan, N.B. (2015). Processing deficits in children with language impairments. In E.L. Bavin, & L.R. Naigles, Eds., The Cambridge Handbook of Child Language (2nd ed., p. 564-584). Cambridge, UK: Cambridge University Press. 
  • (Book chapter) Archibald, L.M.D. (2015). Theory motivated therapy studies in SLI. In S. Stavrakaki, Ed., Specific language impairment: Current trends in research, language acquisition, and language disorders series. John Benhamins Publishing Co.
  • Archibald, L.M.D., Levee, T., & Olino, T. (2015). Attention allocation: Relationships to general working memory or specific language processing. Journal of Experimental Child Psychology, 139, 83-98.

2014

  • (Book chapter) Archibald, L.M.D. (2014). Processing deficits in children with language impairments. In P. Brooks, & V.Dempe, Eds. Encyclopedia of Language Development. Sage Publications.
  • Nadler, R., & Archibald, L.MD. (2014). The assessment of verbal and visuospatial working memory with school age Canadian children. CJSLPA, 38, 262-279.
  • Noonan, B.N.,Redmond, S.M., & Archibald, L.M.D. (2014). Contributions of children's linguistic and working memory proficiencies to their grammaticality judgments. JSLHR, 57, 978-979.

2013

  • Archibald, L.M.D. (2013). Foreward: Language learning and impairment: relationships between linguistic, working memory, and other cognitive processes. Topics in Language Disorders, 33(3), 187-189.
  • Archibald, L.M.D. (2013). Foreward: The challenge of understanding, assessing, and providing intervention for linguistic and working memory impairments. Topics in Language Disorders, 33(4), 276-281.
  • Archibald, L.M.D. (2013). The language, working memory, and other cognitive demands of verbal tasks. Topics in Language Disorders, 33(3), 190-207.
  • Archibald, L.M.D., & Joanisse, M.F. (2013). Domain-specific and domain-general constraints on word and sequence learning. Memory and Cognition, 41, 268-280.
  • Archibald, L.M.D., Joanisse, M.F., Munson, B. (2013). Motor control and nonword repetition in specific working memory impairment and SLI. Topics in Language Disorders, 33(3), 255-267.
  • Archibald, L.M.D., Oram-Cardy, J., Joanisse, M.F., & Ansari, D. (2013). Language, reading, and math learning profiles in a school age epidemiological sample. PLoS ONE, 8(10): e77463. doi:10.1371/journal.pone.0077463
  • Malins, J.G., Desroches, A.S., Robertson, E.K., Newman, R.L., Archibald, L.M.D., & Joanisse, M.F. (2013). ERPs reveal the temporal dynamics of auditory word recognition in specific language impairment. Developmental Cognitive Neuroscience, 5, 134-148.
  • Nosworthy, N., Bugden, S., Archibald, L., Evans, B., & Ansari, D. (2013). The relationship between arithmetic achievement and symbolic and nonsymbolic numerical magnitude processing in primary school: Evidence from a paper and pencil test. PLoS ONE, 8(7), e67918.

2012

  • Archibald, L.M.D., & Joanisse, M.F. (2012). Atypical neural responses to phonological detail in children with developmental language impairments. Developmental Cognitive Neuroscience, 2, 139-51.

2011

  • Wener, S., & Archibald, L.M.D., Domain-specific treatment effects in children with language and/or working memory impairments - a pilot study. Child Language Teaching and Therapy.
  • Archibald, L.M.D., Edmunds, A., & Joanisse, M.F. (2011). Specific language or working memory impairments: Are there observable differences? Child Language and Teaching Therapy, 27, 294-312.
  • Archibald, L.M.D., & Joanisse, M.F. (2011). Electrophysiological responses to coarticulatory and lexical mismatches. Journal of Experimental Psychology: Human Perception and Performance, 37, 1275-1291.

2010

  • (Book chapter) Alloway, T.P., & Archibald, L. (2010). Working memory in development: Links with learning between typical and atypical populations. In P. Barrouillet, & V. Aillard, Eds. Cognitive development and working memory: A dialogue between neo-piagetian theories and cognitive development. Hove, UK: Psychology Press Ltd.
  • DeSmedt, B., Taylor, J., Archibald, L.M.D., & Ansari, D. (2010). How is phonological processing related to individual differences in children’s arithmetic skills? Developmental Science, 13,508-520.

2009

  • Alloway, T.P., Rajendran, G., & Archibald, L.M.D. (2009). Working memory in children with developmental disorders. Journal of Learning Disabilities, 42, 372-382.
  • Archibald, L.M.D., Joanisse, M.F., & Shepherd, M. (2009). Associations between key language-related measures in typically developing school-age children. Zeitschrift fur Psychologie/Journal of Psychology, 216, 162-172.
  • Archibald, L.M.D., Gathercole, S.E., & Joanisse, M.F. (2009). Mulitsyllabic nonwords: More than a string of syllables. Journal of the Acoustical Society of America, 125, 1712-1722.
  • Archibald, L.M.D. & Joanisse, M.F. (2009). On the sensitivity and specificity of nonword repetition and sentence recall to language and memory impairments in children. Journal of Speech, Language, and Hearing Research, 52, 899-914.

2008

  • Alloway, T.P., & Archibald, L.M.D. (2008). Working memory and learning in children with Developmental Coordination Disorder and Specific Language Impairment. Journal of Learning Disabilities, 41, 251-262.
  • Archibald, L.M.D. (2008). The promise of nonword yepetition as a clinical tool. Canadian Journal of Speech Language Pathology and Audiology, 32, 21-28.
  • Archibald, L.M.D., & Alloway, T.P.  (2008). Comparing language profiles: Children with Specific Language Impairment and Developmental Coordination Disorder. International Journal of Language and Communication Disorders, 43, 165-180.

2007

  • Archibald, L.M.D. & Gathercole, S.E. (2007). The complexities of complex span: Specifying working memory deficits in SLI. Journal of Memory and Language, 57, 177-194.
  • Archibald, L.M.D. & Gathercole, S.E. (2007). Nonword repetition and serial recall: Same or different? Applied Psycholinguistics, 28, 587-606.
  • Archibald, L.M.D. & Gathercole, S.E. (2007). Nonword Repetition in Specific Language Impairment: More than a phonological short-term memory deficit. Psychonomic Bulletin and Review, 14, 919-924.

2006

  • (Book chapter) Archibald, L.M.D., & Gathercole, S.E. (2006) Short-term and working memory in children with specific language impairment. In T.P. Alloway, & S.E. Gathercole, Eds. Working memory and neurodevelopmental disorders. Hove, UK: Psychology Press Ltd.
  • Archibald, L.M.D. & Gathercole, S.E. (2006). Immediate visuospatial memory in Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 49, 265-277.
  • Archibald, L.M.D. & Gathercole, S.E. (2006). Nonword repetition: A comparison of tests.  Journal of Speech, Language, and Hearing Research, 49, 970-983.
  • Archibald, L.M.D. & Gathercole, S.E. (2006). Prevalence of SLI in language resource units. Journal of Research in Special Education Needs, 6, 3-10.
  • Archibald, L.M.D. & Gathercole, S.E. (2006). Short-term and working memory in children with Specific Language Impairments. International Journal of Language and Communication Disorders, 41, 675-693.
  • Walker, J.F., & Archibald, L.M.D. (2006). Articulation rates in preschool children: a 3-year longitudinal study. International Journal of Language and Communication Disorders, 41, 541-565.

1999

  • Archibald, L. & DeNil, L. (1999). The relationship between stuttering severity and kinesthetic acuity for jaw movements in adults who stutter. Journal of Fluency Disorders, 24, 25-42

1992

  • Walker, J.F., Archibald, L.M.D., Cherniak, S.R., & Fish, V.G. (1992). Articulation rate in 3- and 5-year old children. Journal of Speech and Hearing Research, 35, 4-13.

Western provides the best student experience among Canada's leading research-intensive universities.