School:Psychology and Sport Science
Areas of Expertise: Brain & Cognition
Ruth studies cognitive development during early childhood, particularly the development of memory and social cognition. Her research covers typical children and children at risk of learning difficulties (eg children born very preterm or children with hearing impairment).
Further to her theoretical work, Ruth works on early interventions to improve children’s cognitive development.
Ruth joined Anglia Ruskin University in 2013, having worked previously at Griffith University (Brisbane, Australia), Swansea University and Cardiff University (Wales, UK).
Ruth is a member of the following research areas:
Ford, R. M., & Lobao, S. N. (in press). Exploring individual differences in self-reference effects for agency and ownership in 5- to 7-year-olds. British Journal of Developmental Psychology. doi:10.1111/bjdp.12265
Ford, R.M. (2018). Young children’s cognitive development. In: S. Powell & K. Smith. (Eds.). An introduction to early childhood studies (4th edition, pp. 67-77). Sage Publications. ISBN 978-1-4739-7482-1
Ford, R. M., Griffiths, S., Neulinger, K., Andrews, G., Shum, D. H. K., & Gray, P. H. (2017). Impaired prospective memory but intact episodic memory in intellectually average 7- to 9-year-olds born very preterm and/or very low birth weight. Child Neuropsychology, 23(8), 954-979. doi:10.1080/09297049.2016.1216091
Ford, R.M. and Aberdein, B. (2015). Exploring social influences on the joint Simon task: empathy and friendship. Frontiers in Psychology, 6, 962. doi:10.3389/fpsyg.2015.00962
Kvavilashvili, L. and Ford, R.M. (2014). Metamemory prediction accuracy for simple prospective and retrospective memory tasks in 5-year-old children. Journal of Experimental Child Psychology, 127, 65-81. doi:10.1016/j.jecp.2014.01.014
Macaulay, C.E. and Ford, R.M. (2013). Family influences on the cognitive development of profoundly deaf children: Exploring the effects of socioeconomic status and siblings. Journal of Deaf Studies and Deaf Education, 18, pp.545-562. doi:10.1093/deafed/ent019
Ford, R.M., Driscoll, T., Shum, D. and 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, pp.468-489. doi:10.1016/j.jecp.2011.10.006