lucy henry | City, University of London (original) (raw)

Papers by lucy henry

Research paper thumbnail of A Short and Engaging Adaptive Working Memory Intervention for Children With Developmental Language Disorder: Effects on Language and Working Memory

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of The structure of executive functioning in 11 to 14 year olds with and without special educational needs

British Journal of Development Psychology, May 16, 2022

This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-... more This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Research paper thumbnail of Memory span increase with age: A test of two hypotheses

Journal of Experimental Child Psychology, Jun 1, 1991

ABSTRACT

Research paper thumbnail of Working Memory Performance in Children With and Without Intellectual Disabilities

American Journal on Mental Retardation, 2002

Performance on working memory span tasks by children with intellectual disabilities ages 11 to 12... more Performance on working memory span tasks by children with intellectual disabilities ages 11 to 12 was compared to that of CA- and MA-matched controls. Limited evidence was available to support a "difference" position, whereby the intellectual disabilities group obtained lower scores than both the CA and MA groups. Some evidence was found for the "developmental" position, whereby the intellectual disabilities group performed at the same level as the MA group but more poorly than the CA-matched group. Finally, some evidence supported an unconventional "difference" account; children in the intellectual disabilities group performed better than the MA group, although still not as well as the CA-matched group. Results were interpreted with reference to the role of strategies in working memory performance.

Research paper thumbnail of Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study

Memory, Jan 4, 2019

Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-metho... more Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study

Research paper thumbnail of Why does memory span improve with age? A review of the evidence for two current hypotheses

European Journal of Cognitive Psychology, Sep 1, 1993

Page 1. EUROPEAN JOURNAL OF COGNITIVE PSYCHOLOGY, 1993,5 (3) 241-287 Why Does Memory Span Improve... more Page 1. EUROPEAN JOURNAL OF COGNITIVE PSYCHOLOGY, 1993,5 (3) 241-287 Why Does Memory Span Improve with Age? A Review of the Evidence for Two Current Hypotheses Lucy A. Henry Department of Psychology ...

Research paper thumbnail of Working Memory and intellectual disabilities

Routledge eBooks, Mar 19, 2018

This experiment examined the relationships between working memory and two measures of achievement... more This experiment examined the relationships between working memory and two measures of achievement, namely expressive vocabulary and arithmetical reasoning, in children with and without intellectual disabilities (ID). For 11-12-year-old children with intellectual disabilities, memory measures tapping the central executive were the most important predictors of both expressive vocabulary and arithmetical reasoning, with phonological memory making a small additional contribution to expressive vocabulary. For mainstream 11-12-year-old children, phonological memory was the best predictor of expressive vocabulary, whereas, arithmetical reasoning ability was predicted by visual memory and to a lesser extent phonological memory. The third group of children, 7-8-year-old mainstream children, had been matched on mental age with the intellectual disability group. For these children the most important predictor of expressive vocabulary was phonological memory, with a small additional contribution from visual memory. Arithmetical reasoning was best predicted by memory measures tapping the central executive with an additional contribution from phonological memory. These results suggest that different working memory resources are used by children of varying ages and ability levels to carry out at least some cognitive tasks. WORKING MEMORY AND INTELLECTUAL DISABILITIES 4 This study addresses the relationships between different aspects of working memory performance and two cognitive abilities, expressive vocabulary and arithmetical reasoning, in school age children with mild to moderate intellectual disabilities (ID). Prevalence rates of intellectual disabilities in U.S. samples of school age children have been reported at as high as 20.3 per thousand (Larson, Lakin, Anderson, Kwak, Lee & Anderson, 2001), indicating a real need to study these children in depth. "Working memory" refers to the "active", current information that must be kept in mind to carry out everyday tasks, and underpins many key skills such as reading, vocabulary development and mathematics. Despite recent acknowledgements that the working memory model (Baddeley, 1986) may be underspecified, particularly with respect to one component, the central executive, the model still holds a "central place in cognitive psychology" (Andrade, 2001, page 282) because of its theoretical simplicity, relative specificity compared to general resource models, and range of applications (Andrade, 2001). The working memory model (Baddeley, 1986) is divided into three main components. A "central executive" provides the overall control and management function and incorporates more complex keeping track of information. Examples include reading (one must keep the gist of each sentence in mind whilst reading and processing the next sentence) and mental arithmetic (in performing calculations, the numbers must be kept in mind as well as interim and final results). These tasks call for a combination of online processing and storage of the information to be processed and, therefore, require "complex" working memory. Experimental tasks to measure central executive capacity have grown out of Daneman and Carpenter's (1980) original reading and listening span tasks, used to obtain measures of concurrent storage and processing (see also Siegel & Ryan, 1989, and

Research paper thumbnail of Special issues on ‘working memory and executive functioning in individuals with intellectual disabilities’

Journal of Intellectual Disability Research, Mar 20, 2010

Research paper thumbnail of The relation between executive functioning, reaction time, naming speed, and single word reading in children with typical development and language impairments

British Journal of Educational Psychology, Apr 22, 2016

The Open University's repository of research publications and other research outputs The relation... more The Open University's repository of research publications and other research outputs The relation between executive functioning, reaction time, naming speed, and single word reading in children with typical development and language impairments

Research paper thumbnail of Decoding abilities in individuals with non-specific ID

Research paper thumbnail of Reading comprehension abilities in individuals with non-specific ID

Research paper thumbnail of Working memory in children with mild intellectual disabilities: Verbal strategy use

Research paper thumbnail of Decoding Abilities in Adolescents with Intellectual Disabilities: The Contribution of Cognition, Language, and Home Literacy

Journal of cognition, 2021

For guidance on citations see FAQs.

Research paper thumbnail of A Short and Engaging Adaptive Working-Memory Intervention for Children with Developmental Language Disorder: Effects on Language and Working Memory

Brain Sciences, May 13, 2022

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of A modified cognitive interview procedure for frontline police investigators

Applied Cognitive Psychology, Jul 1, 2009

SUMMARY The current investigative interviewing model for police officers in England and Wales rec... more SUMMARY The current investigative interviewing model for police officers in England and Wales recommends the use of the cognitive interview (CI). However, there is much to suggest that police officers do not regularly fully apply the procedure and that when they do, it is often poorly ...

Research paper thumbnail of Executive Functioning in Children

The Encyclopedia of Child and Adolescent Development

[About the encyclopaedia] he Encyclopedia of Child and Adolescent Development presents the major ... more [About the encyclopaedia] he Encyclopedia of Child and Adolescent Development presents the major theories, key concepts, disorders, and evidence-based practices of the field. Covering infancy through adolescence and emerging adulthood, this important work outlines major areas of research and examines specific topics, ongoing controversies, and current work being done by leaders in the field. The first work on the topic of its scale, the Encyclopedia offers scholarly, authoritative information from an international team of experts that spans ten volumes. The content of the encyclopedia is organized in two main parts—Child and Adolescent—and ten subparts. The first six volumes focus on topics of growth, behavior, cognition, emotion, family, and community in child development. The final four volumes explore the history, theory, and culture of adolescent development, biology and cognition, social contexts, and of the development of the self in adolescence and emerging adulthood. Each entry contains an accessible introduction to basic concepts as well as sophisticated debates in contentious areas and ongoing research on each topic

Research paper thumbnail of Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics

Frontiers in Psychology, 2021

The importance of working memory (WM) in reading and mathematics performance has been widely stud... more The importance of working memory (WM) in reading and mathematics performance has been widely studied, with recent research examining the components of WM (i.e., storage and processing) and their roles in these educational outcomes. However, the differing relationships between these abilities and the foundational skills involved in the development of reading and mathematics have received less attention. Additionally, the separation of verbal, visual and spatial storage and processing and subsequent links with foundational skills and downstream reading and mathematics has not been widely examined. The current study investigated the separate contributions of processing and storage from verbal, visual and spatial tasks to reading and mathematics, whilst considering influences on the underlying skills of verbal comprehension and counting, respectively. Ninety-two children aged 7- to 8-years were assessed. It was found that verbal comprehension (with some caveats) was predicted by verbal ...

Research paper thumbnail of Working Memory Development

The Encyclopedia of Child and Adolescent Development, 2020

Research paper thumbnail of Working Memory and intellectual disabilities

Working Memory and Clinical Developmental Disorders, Mar 19, 2018

This experiment examined the relationships between working memory and two measures of achievement... more This experiment examined the relationships between working memory and two measures of achievement, namely expressive vocabulary and arithmetical reasoning, in children with and without intellectual disabilities (ID). For 11-12-year-old children with intellectual disabilities, memory measures tapping the central executive were the most important predictors of both expressive vocabulary and arithmetical reasoning, with phonological memory making a small additional contribution to expressive vocabulary. For mainstream 11-12-year-old children, phonological memory was the best predictor of expressive vocabulary, whereas, arithmetical reasoning ability was predicted by visual memory and to a lesser extent phonological memory. The third group of children, 7-8-year-old mainstream children, had been matched on mental age with the intellectual disability group. For these children the most important predictor of expressive vocabulary was phonological memory, with a small additional contribution from visual memory. Arithmetical reasoning was best predicted by memory measures tapping the central executive with an additional contribution from phonological memory. These results suggest that different working memory resources are used by children of varying ages and ability levels to carry out at least some cognitive tasks. WORKING MEMORY AND INTELLECTUAL DISABILITIES 4 This study addresses the relationships between different aspects of working memory performance and two cognitive abilities, expressive vocabulary and arithmetical reasoning, in school age children with mild to moderate intellectual disabilities (ID). Prevalence rates of intellectual disabilities in U.S. samples of school age children have been reported at as high as 20.3 per thousand (Larson, Lakin, Anderson, Kwak, Lee & Anderson, 2001), indicating a real need to study these children in depth. "Working memory" refers to the "active", current information that must be kept in mind to carry out everyday tasks, and underpins many key skills such as reading, vocabulary development and mathematics. Despite recent acknowledgements that the working memory model (Baddeley, 1986) may be underspecified, particularly with respect to one component, the central executive, the model still holds a "central place in cognitive psychology" (Andrade, 2001, page 282) because of its theoretical simplicity, relative specificity compared to general resource models, and range of applications (Andrade, 2001). The working memory model (Baddeley, 1986) is divided into three main components. A "central executive" provides the overall control and management function and incorporates more complex keeping track of information. Examples include reading (one must keep the gist of each sentence in mind whilst reading and processing the next sentence) and mental arithmetic (in performing calculations, the numbers must be kept in mind as well as interim and final results). These tasks call for a combination of online processing and storage of the information to be processed and, therefore, require "complex" working memory. Experimental tasks to measure central executive capacity have grown out of Daneman and Carpenter's (1980) original reading and listening span tasks, used to obtain measures of concurrent storage and processing (see also Siegel & Ryan, 1989, and

Research paper thumbnail of Eyewitness identification in child witnesses on the autism spectrum

Research in Autism Spectrum Disorders, 2019

Background: Although there is increasing interest in the capabilities of children with autism at ... more Background: Although there is increasing interest in the capabilities of children with autism at different stages of the criminal justice process, there is little research into how well this group perform when asked to identify perpetrators from identification lineups. This is despite theoretical and empirical literature suggesting that autistic children experience face recognition memory difficulties. Method: As part of a broader study into eyewitness memory skills, 50 children with autism and 162 children with typical development (TD) (all with IQs > 69) watched a mock crime event (either live or on a video) involving two male perpetrators. One week later, their eyewitness identification skills were compared, with children asked to identify the perpetrators from two ecologically valid video lineups. The children were also assessed on a standardised face memory task. Results: When asked to identify perpetrators in the video lineups, in many respects the autistic children performed at an equivalent level to the TD children. This was despite the TD children outperforming the autistic children on the standardized face memory task. Conclusions: These preliminary findings suggest that group differences between autistic and TD children may not always emerge on an ecologically valid, real world eyewitness identification lineup task, despite autistic children showing poorer performance on a standardized face memory task. However, as identification performance in both groups was low, it remains important for future research to identify how to scaffold eyewitness identification performance in both children with and without an autism diagnosis. 1. Introduction Research exploring the eyewitness capabilities of children with autism 2 (see Maras & Bowler, 2014, for a review of research on this topic in adults) has tended to focus on performance at interview, in which children are asked to provide narrative accounts ('free recall') and provide answers to questions ('cued recall') about witnessed events. This work has demonstrated that whilst autistic children often recall less information overall than children with typical development (TD), this information is usually just as accurate (e.g.,

Research paper thumbnail of A Short and Engaging Adaptive Working Memory Intervention for Children With Developmental Language Disorder: Effects on Language and Working Memory

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of The structure of executive functioning in 11 to 14 year olds with and without special educational needs

British Journal of Development Psychology, May 16, 2022

This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-... more This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Research paper thumbnail of Memory span increase with age: A test of two hypotheses

Journal of Experimental Child Psychology, Jun 1, 1991

ABSTRACT

Research paper thumbnail of Working Memory Performance in Children With and Without Intellectual Disabilities

American Journal on Mental Retardation, 2002

Performance on working memory span tasks by children with intellectual disabilities ages 11 to 12... more Performance on working memory span tasks by children with intellectual disabilities ages 11 to 12 was compared to that of CA- and MA-matched controls. Limited evidence was available to support a "difference" position, whereby the intellectual disabilities group obtained lower scores than both the CA and MA groups. Some evidence was found for the "developmental" position, whereby the intellectual disabilities group performed at the same level as the MA group but more poorly than the CA-matched group. Finally, some evidence supported an unconventional "difference" account; children in the intellectual disabilities group performed better than the MA group, although still not as well as the CA-matched group. Results were interpreted with reference to the role of strategies in working memory performance.

Research paper thumbnail of Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study

Memory, Jan 4, 2019

Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-metho... more Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study

Research paper thumbnail of Why does memory span improve with age? A review of the evidence for two current hypotheses

European Journal of Cognitive Psychology, Sep 1, 1993

Page 1. EUROPEAN JOURNAL OF COGNITIVE PSYCHOLOGY, 1993,5 (3) 241-287 Why Does Memory Span Improve... more Page 1. EUROPEAN JOURNAL OF COGNITIVE PSYCHOLOGY, 1993,5 (3) 241-287 Why Does Memory Span Improve with Age? A Review of the Evidence for Two Current Hypotheses Lucy A. Henry Department of Psychology ...

Research paper thumbnail of Working Memory and intellectual disabilities

Routledge eBooks, Mar 19, 2018

This experiment examined the relationships between working memory and two measures of achievement... more This experiment examined the relationships between working memory and two measures of achievement, namely expressive vocabulary and arithmetical reasoning, in children with and without intellectual disabilities (ID). For 11-12-year-old children with intellectual disabilities, memory measures tapping the central executive were the most important predictors of both expressive vocabulary and arithmetical reasoning, with phonological memory making a small additional contribution to expressive vocabulary. For mainstream 11-12-year-old children, phonological memory was the best predictor of expressive vocabulary, whereas, arithmetical reasoning ability was predicted by visual memory and to a lesser extent phonological memory. The third group of children, 7-8-year-old mainstream children, had been matched on mental age with the intellectual disability group. For these children the most important predictor of expressive vocabulary was phonological memory, with a small additional contribution from visual memory. Arithmetical reasoning was best predicted by memory measures tapping the central executive with an additional contribution from phonological memory. These results suggest that different working memory resources are used by children of varying ages and ability levels to carry out at least some cognitive tasks. WORKING MEMORY AND INTELLECTUAL DISABILITIES 4 This study addresses the relationships between different aspects of working memory performance and two cognitive abilities, expressive vocabulary and arithmetical reasoning, in school age children with mild to moderate intellectual disabilities (ID). Prevalence rates of intellectual disabilities in U.S. samples of school age children have been reported at as high as 20.3 per thousand (Larson, Lakin, Anderson, Kwak, Lee & Anderson, 2001), indicating a real need to study these children in depth. "Working memory" refers to the "active", current information that must be kept in mind to carry out everyday tasks, and underpins many key skills such as reading, vocabulary development and mathematics. Despite recent acknowledgements that the working memory model (Baddeley, 1986) may be underspecified, particularly with respect to one component, the central executive, the model still holds a "central place in cognitive psychology" (Andrade, 2001, page 282) because of its theoretical simplicity, relative specificity compared to general resource models, and range of applications (Andrade, 2001). The working memory model (Baddeley, 1986) is divided into three main components. A "central executive" provides the overall control and management function and incorporates more complex keeping track of information. Examples include reading (one must keep the gist of each sentence in mind whilst reading and processing the next sentence) and mental arithmetic (in performing calculations, the numbers must be kept in mind as well as interim and final results). These tasks call for a combination of online processing and storage of the information to be processed and, therefore, require "complex" working memory. Experimental tasks to measure central executive capacity have grown out of Daneman and Carpenter's (1980) original reading and listening span tasks, used to obtain measures of concurrent storage and processing (see also Siegel & Ryan, 1989, and

Research paper thumbnail of Special issues on ‘working memory and executive functioning in individuals with intellectual disabilities’

Journal of Intellectual Disability Research, Mar 20, 2010

Research paper thumbnail of The relation between executive functioning, reaction time, naming speed, and single word reading in children with typical development and language impairments

British Journal of Educational Psychology, Apr 22, 2016

The Open University's repository of research publications and other research outputs The relation... more The Open University's repository of research publications and other research outputs The relation between executive functioning, reaction time, naming speed, and single word reading in children with typical development and language impairments

Research paper thumbnail of Decoding abilities in individuals with non-specific ID

Research paper thumbnail of Reading comprehension abilities in individuals with non-specific ID

Research paper thumbnail of Working memory in children with mild intellectual disabilities: Verbal strategy use

Research paper thumbnail of Decoding Abilities in Adolescents with Intellectual Disabilities: The Contribution of Cognition, Language, and Home Literacy

Journal of cognition, 2021

For guidance on citations see FAQs.

Research paper thumbnail of A Short and Engaging Adaptive Working-Memory Intervention for Children with Developmental Language Disorder: Effects on Language and Working Memory

Brain Sciences, May 13, 2022

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of A modified cognitive interview procedure for frontline police investigators

Applied Cognitive Psychology, Jul 1, 2009

SUMMARY The current investigative interviewing model for police officers in England and Wales rec... more SUMMARY The current investigative interviewing model for police officers in England and Wales recommends the use of the cognitive interview (CI). However, there is much to suggest that police officers do not regularly fully apply the procedure and that when they do, it is often poorly ...

Research paper thumbnail of Executive Functioning in Children

The Encyclopedia of Child and Adolescent Development

[About the encyclopaedia] he Encyclopedia of Child and Adolescent Development presents the major ... more [About the encyclopaedia] he Encyclopedia of Child and Adolescent Development presents the major theories, key concepts, disorders, and evidence-based practices of the field. Covering infancy through adolescence and emerging adulthood, this important work outlines major areas of research and examines specific topics, ongoing controversies, and current work being done by leaders in the field. The first work on the topic of its scale, the Encyclopedia offers scholarly, authoritative information from an international team of experts that spans ten volumes. The content of the encyclopedia is organized in two main parts—Child and Adolescent—and ten subparts. The first six volumes focus on topics of growth, behavior, cognition, emotion, family, and community in child development. The final four volumes explore the history, theory, and culture of adolescent development, biology and cognition, social contexts, and of the development of the self in adolescence and emerging adulthood. Each entry contains an accessible introduction to basic concepts as well as sophisticated debates in contentious areas and ongoing research on each topic

Research paper thumbnail of Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics

Frontiers in Psychology, 2021

The importance of working memory (WM) in reading and mathematics performance has been widely stud... more The importance of working memory (WM) in reading and mathematics performance has been widely studied, with recent research examining the components of WM (i.e., storage and processing) and their roles in these educational outcomes. However, the differing relationships between these abilities and the foundational skills involved in the development of reading and mathematics have received less attention. Additionally, the separation of verbal, visual and spatial storage and processing and subsequent links with foundational skills and downstream reading and mathematics has not been widely examined. The current study investigated the separate contributions of processing and storage from verbal, visual and spatial tasks to reading and mathematics, whilst considering influences on the underlying skills of verbal comprehension and counting, respectively. Ninety-two children aged 7- to 8-years were assessed. It was found that verbal comprehension (with some caveats) was predicted by verbal ...

Research paper thumbnail of Working Memory Development

The Encyclopedia of Child and Adolescent Development, 2020

Research paper thumbnail of Working Memory and intellectual disabilities

Working Memory and Clinical Developmental Disorders, Mar 19, 2018

This experiment examined the relationships between working memory and two measures of achievement... more This experiment examined the relationships between working memory and two measures of achievement, namely expressive vocabulary and arithmetical reasoning, in children with and without intellectual disabilities (ID). For 11-12-year-old children with intellectual disabilities, memory measures tapping the central executive were the most important predictors of both expressive vocabulary and arithmetical reasoning, with phonological memory making a small additional contribution to expressive vocabulary. For mainstream 11-12-year-old children, phonological memory was the best predictor of expressive vocabulary, whereas, arithmetical reasoning ability was predicted by visual memory and to a lesser extent phonological memory. The third group of children, 7-8-year-old mainstream children, had been matched on mental age with the intellectual disability group. For these children the most important predictor of expressive vocabulary was phonological memory, with a small additional contribution from visual memory. Arithmetical reasoning was best predicted by memory measures tapping the central executive with an additional contribution from phonological memory. These results suggest that different working memory resources are used by children of varying ages and ability levels to carry out at least some cognitive tasks. WORKING MEMORY AND INTELLECTUAL DISABILITIES 4 This study addresses the relationships between different aspects of working memory performance and two cognitive abilities, expressive vocabulary and arithmetical reasoning, in school age children with mild to moderate intellectual disabilities (ID). Prevalence rates of intellectual disabilities in U.S. samples of school age children have been reported at as high as 20.3 per thousand (Larson, Lakin, Anderson, Kwak, Lee & Anderson, 2001), indicating a real need to study these children in depth. "Working memory" refers to the "active", current information that must be kept in mind to carry out everyday tasks, and underpins many key skills such as reading, vocabulary development and mathematics. Despite recent acknowledgements that the working memory model (Baddeley, 1986) may be underspecified, particularly with respect to one component, the central executive, the model still holds a "central place in cognitive psychology" (Andrade, 2001, page 282) because of its theoretical simplicity, relative specificity compared to general resource models, and range of applications (Andrade, 2001). The working memory model (Baddeley, 1986) is divided into three main components. A "central executive" provides the overall control and management function and incorporates more complex keeping track of information. Examples include reading (one must keep the gist of each sentence in mind whilst reading and processing the next sentence) and mental arithmetic (in performing calculations, the numbers must be kept in mind as well as interim and final results). These tasks call for a combination of online processing and storage of the information to be processed and, therefore, require "complex" working memory. Experimental tasks to measure central executive capacity have grown out of Daneman and Carpenter's (1980) original reading and listening span tasks, used to obtain measures of concurrent storage and processing (see also Siegel & Ryan, 1989, and

Research paper thumbnail of Eyewitness identification in child witnesses on the autism spectrum

Research in Autism Spectrum Disorders, 2019

Background: Although there is increasing interest in the capabilities of children with autism at ... more Background: Although there is increasing interest in the capabilities of children with autism at different stages of the criminal justice process, there is little research into how well this group perform when asked to identify perpetrators from identification lineups. This is despite theoretical and empirical literature suggesting that autistic children experience face recognition memory difficulties. Method: As part of a broader study into eyewitness memory skills, 50 children with autism and 162 children with typical development (TD) (all with IQs > 69) watched a mock crime event (either live or on a video) involving two male perpetrators. One week later, their eyewitness identification skills were compared, with children asked to identify the perpetrators from two ecologically valid video lineups. The children were also assessed on a standardised face memory task. Results: When asked to identify perpetrators in the video lineups, in many respects the autistic children performed at an equivalent level to the TD children. This was despite the TD children outperforming the autistic children on the standardized face memory task. Conclusions: These preliminary findings suggest that group differences between autistic and TD children may not always emerge on an ecologically valid, real world eyewitness identification lineup task, despite autistic children showing poorer performance on a standardized face memory task. However, as identification performance in both groups was low, it remains important for future research to identify how to scaffold eyewitness identification performance in both children with and without an autism diagnosis. 1. Introduction Research exploring the eyewitness capabilities of children with autism 2 (see Maras & Bowler, 2014, for a review of research on this topic in adults) has tended to focus on performance at interview, in which children are asked to provide narrative accounts ('free recall') and provide answers to questions ('cued recall') about witnessed events. This work has demonstrated that whilst autistic children often recall less information overall than children with typical development (TD), this information is usually just as accurate (e.g.,