PhD, MA, BAHons, BA
Working memory; Executive Functions; Multilingualism; Creativity; Intelligence
Kate Cockcroft is a Professor in the Department of Psychology, School of Human and Community Development at the University of the Witwatersrand. She obtained both her Masters and PhD from Wits University. Her research and teaching are situated in the overlapping areas of Cognitive Psychology, Neuroscience, Developmental Psychology and Psychological Assessment. Kate's scholarly work focuses on the role of working memory in learning, development, language and creativity. Her research investigates how these processes develop and are assessed in typical monolingual and multilingual children and young adults, as well as in children with neurodevelopmental disorders, such as ADHD and HIV. Related to this is the promise of working memory assessments as an equitable means of tapping the cognitive abilities and potential of children and young adults from diverse socio-economic, cultural and language backgrounds. Full publication list: https://orcid.org/0000-0002-6166-8050
Working Memory Across The Lifespan
This ongoing project is investigating ways in which working memory processes develop and are assessed in typical monolingual and multilingual children and young adults, as well as in children with neurodevelopmental disorders, such as ADHD and HIV. Related to this is the promise of working memory assessments as an equitable means of tapping the cognitive abilities and potential of children and young adults from diverse socio-economic, cultural and language backgrounds. Projects explore the structure of working memory in childhood and young adulthood and how these processes are affected by bilingualism and multilingualism; the efficacy of a working memory intervention in improving and maintaining positive academic and executive functioning outcomes in children with HIV, and the relationship between working memory functioning and creativity.
These projects have been funded by the National Research Foundation.
This section features research into neurocognitive assessment methods and instruments, with a specific focus on their use in low resource, multicultural and multilingual settings, as well as other contexts that are not WEIRD (Westernised, Educated, Industrialised, Rich and/or Developed).
Laher, S. & Cockcroft, K. (Eds.) (2013). Psychological Assessment in South Africa: Research and Applications. Johannesburg: Wits University Press.
Watts, J., Cockcroft, K & Duncan, N. (Eds.) (2009). Developmental Psychology (2nd ed.). Lansdowne: UCT Press.
Cockcroft, K., Wigdorowitz, M., & Liversage, L. (in press). A multilingual advantage in the components of working memory. Bilingualism: Language and Cognition. Available online first: doi:10.1017/S1366728917000475
Davies, L.A., Cockcroft, K., Olinger, L., Chersich, M., Urban, M., Chetty Makkan, C.M., Turnbull, O.H., Olivier, L., & Viljoen, D. (2017). Alcohol exposure during pregnancy altered childhood developmental trajectories in a rural South African community. Acta Paediatrica: Nurturing the Child, 106 (11), 1802-1810.
Milligan, R. & Cockcroft, K. (2017). Working memory profiles in HIV-exposed, uninfected and HIV-infected children: A comparison with neurotypical controls. Frontiers in Human Neuroscience, 11 (348), 1-13.
Theron, L., Cockcroft, K., & Wood, L. (2017). The resilience-enabling value of African stories: The Read-me-to-Resilience intervention. School Psychology International, 38 (5), 491-506.
Laher, S. & Cockcroft, K. (2017). Moving from culturally biased to culturally responsive assessment practices in low resource, multicultural settings. Professional Psychology: Research and Practice, 48(2), 115-121.
Völkel, G., Seabi, J., Cockcroft, K., & Goldschagg, P. (2016). The impact of gender, socio-economic status and home language on primary school children’s reading comprehension in KwaZulu-Natal. International Journal of Environmental Research and Public Health, 13 (322), 1-11.
Cockcroft, K., Bloch, L. & Moolla, A. (2016). Assessing verbal functioning in South African school beginners from diverse socioeconomic backgrounds: A comparison between verbal working memory and vocabulary measures. Education as Change, 20 (1), 112-128.
Cockcroft, K. (2015). The role of working memory in childhood education: Five questions and answers. South African Journal of Childhood Education, 5(1), 1-18.
Cockcroft, K., Alloway, T., Copello, E. & Milligan, R. (2015). A cross-cultural comparison between South African and British students on the Wechsler Adult Intelligence Scales Third Edition (WAIS-III). Frontiers in Psychology, 6(297), 1-11.
Laher, S. & Cockcroft, K. (2014). Psychological assessment in post-apartheid South Africa: The way forward. South African Journal of Psychology: Special Edition on Psychology in Post-apartheid South Africa, 44(3), 303-314.
Alloway, T. & Cockcroft, K. (2014).Working memory in ADHD: A comparison of British and South African children. Journal of Attention Disorders: Special Issue on Working Memory, 18(4), 286-293.
Seabi, J., Cockcroft, K., Goldschagg, P., Greyling, M. (2013). A prospective follow-up study of the effects of chronic aircraft noise exposure on learners’ reading comprehension in South Africa. Journal of Exposure Science & Environmental Epidemiology, 13, 1-5.
Seabi, J., Cockcroft, K., Goldschagg, P., & Greyling, M. (2013). Longitudinal effects of exposure to chronic noise on school children. International Journal of Scientific and Engineering Research, 4 (8), 1046-1054.
Cockcroft, K. & Dhana-Dhallab, H. (2013). Deaf children and children with ADHD in the inclusive classroom: Working memory matters. International Journal of Inclusive Education, 17(10), 1023-1039.
Cockcroft, K. & Alloway, T. (2012). Phonological awareness and working memory: A comparison between South African and British children. Southern African Journal of Linguistics and Applied Language Studies, 30(1), 13-24.
Seabi, J., Cockcroft, K., Goldschagg, P., & Greyling, M. (2012). The impact of aircraft noise exposure on South African children’s reading comprehension: The moderating effect of home language. Noise and Health, 14 (60), 244-252.
Cockcroft, K. (2011). Working memory functioning in children with Attention-deficit/hyperactivity Disorder (ADHD): A comparison between subtypes and normal controls. Journal of Child and Adolescent Mental Health, 23 (2), 107-118.
Laher, S. & Cockcroft, K. (in press). Teaching psychological assessment in South Africa:
Contextually relevant adaptations. Teaching Psychology around the World (Vol. 4).
Cockcroft, K. & Laher, S. (in press). Assessing language proficiency in multilingual South African students using the Language Experience and Proficiency Questionnaire (LEAP-Q). Teaching Psychology around the World (Vol. 4).
Cockcroft, K., Goldschagg, P. & Seabi, J. (in press). Longitudinal research: From theory to application. In A. Fynn, S. Laher, & S. Kramer (Eds.), Transforming Research Methods in the Social Sciences: Case Studies form South Africa. Wits University Press.
Cockcroft, K. (2017). Working memory in the classroom (pp.353-364). In Ramrathan, L., Le Grange, L. & Higgs, P. (Eds.), Educational Studies for Initial Teacher Development. Cape Town: Juta Press.
Teaching practice, application of research theory
Nicky Israel is a senior tutor in the Department of Psychology in the School of Human and Community Development at the University of the Witwatersrand. She obtained her Masters and recently her PhD from the University of the Witwatersrand. Her research and teaching are situated in cognitive psychology, research methods and design, and industrial/ organisational psychology. Her scholarly work focuses on teaching practice as well as cognitive assessment and the application of research theory. Some of the recent projects she has been involved with include explorations of analogical problem solving, generational identity in the workplace, and graduateness.
Dr Nicky Israel’s research interests span a number of areas in cognitive, educational, and industrial/ organisational psychology. Specific topics of interest include: problem-solving and intelligence; innovation and creativity; teaching and learning (e.g. learning styles; motivation; factors affecting performance; academic development); graduateness; people in the workplace (e.g. work-family balance; employer attractiveness; workplace generations; OCB; CSR; job satisfaction; workplace performance); programme evaluation; research design; psychometrics and assessment; and general cognitive psychology.
Rascher, C. & Israel, N. (2015). Linking information processing style preference, statistical reasoning, and statistical performance in Psychology students. New Voices in Psychology, 11 (1), 112-128.
Cockcroft, K., & Israel, N. (2011). The Raven’s Advanced Progressive Matrices: A comparison of relationships with verbal ability tests. South African Journal of Psychology, 41 (3), 363-372.
Payne, J., & Israel, N. (2010). Beyond teaching practice: Exploring individual determinants of student performance on a research skills module. Learning and Individual Differences, 20 (3), 260-264.
Cockcroft, K., & Israel, N. (2009). Intellectual Development. In J. Watts, K. Cockcroft & N. Duncan (Eds.). Developmental Psychology (2nd Ed.) (pp. 344-364). Cape Town: Juta/UCT Press.
Thatcher, A., Mooney, G., Israel, N., Cockcroft, K., & De Groot, M. (2009). Attendance and academic performance in psychology tertiary education lectures in South Africa. In S. McCarthy, V. Karandashev, M. Stevens, A. Thatcher, J. Jaafar, K. Moore, A. Trapp, & C. Brewer (Eds.). Teaching Psychology Around the World (Vol. 2) (pp. 166-185). Newcastle: Cambridge Scholars Publ.
Laher, S., Israel, N., & Pitman, M. (2007). Teaching research and statistics at undergraduate level: The RDA tutorial programme. South African Journal of Psychology, 37 (2), 368-374.
Israel, N., Pitman, M., & Greyling, M. (2007). Engaging critical thinking: Lessons from the RDA tutorials and projects. South African Journal of Psychology, 37 (2), 375-382.