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Lisa Archibald, PhD

Associate Member of ARiEAL


Associate Professor, School of Communication Sciences and Disorders, Department of Psychology, University of Western Ontario

Director/Principal Investigator, Language and Working Memory Lab, University of Western Ontario

Elborn College, Room 2597, School of Communication Sciences and Disorders, University of Western Ontario

Email: larchiba@uwo.ca

Office Phone: (519) 661-2111 x82753

Websites: 

 

Dr. Lisa Archibald is an Associate Professor in the School of Communication Sciences and Disorders at University of Western Ontario. She is also the Director of the Language and Working Memory Lab


Before completing her doctoral degree, Dr. Archibald worked as a clinical speech-language pathologist for 15 years providing services to children and adults with all types of communication disorders. In response to the considerable heterogeneity observed among children with developmental language disorders, Dr. Archibald has pursued a research program focused on understanding children’s learning profiles and the deficits underlying them. In particular, her work has examined the relationship between linguistic performance and cognitive abilities such as working memory. Findings from Dr. Archibald’s research have important implications for the assessment and remediation of developmental language disorder, as well as other communication and learning disabilities.



Representative Publications

Smyth, R. E., Theurer, J., Archibald, L. M., & Oram Cardy, J. (2020). Lessons learned in practice-based research: Studying language interventions for young children in the real world. Autism & Developmental Language Impairments, 5, 1-14. https://doi.org/10.1177/2396941520913482

Pham, T., Kang, J. H., Johnson, A., & Archibald, L. M. D. (2020). Feature-focusing constraints on implicit learning of function word and meaning associations. Applied Psycholinguistics, 41(2), 401–426. https://doi.org/10.1017/S0142716420000041

Kuiack, A., & Archibald, L. (2019). Developmental Language Disorder: The Childhood Condition We Need to Start Talking About. Frontiers for Young Minds, 7https://doi.org/10.3389/frym.2019.00094

Hawes, Z., Nosworthy, N., Archibald, L., & Ansari, D. (2019). Kindergarten children’s symbolic number comparison skills predict 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test. Learning and Instruction, 59, 21–33. https://doi.org/10.1016/j.learninstruc.2018.09.004

Cross, A. M., Joanisse, M. F., & Archibald, L. M. D. (2019). Mathematical Abilities in Children With Developmental Language Disorder. Language, Speech, and Hearing Services in Schools, 50(1), 150–163. https://doi.org/10.1044/2018_LSHSS-18-0041

Archibald, L. M. D., Cardy, J. O., Ansari, D., Olino, T., & Joanisse, M. F. (2019). The consistency and cognitive predictors of children’s oral language, reading, and math learning profiles. Learning and Individual Differences, 70, 130–141. https://doi.org/10.1016/j.lindif.2019.02.003

Balilah, A. M. A., & Archibald, L. M. D. (2018). Sentence recall and single word reading in monolingual children and same-age English language learners with and without parental concerns about language development. Canadian Journal of Speech-Language Pathology and Audiology, 42, 81-93.

Kwok, E. Y. L, Joanisse, M. F., Archibald, L. M. D., Stothers, M. E., Brown, H. M., & Cardy, J. O. (2018). Maturation in auditory event-related potentials explains variation in language ability in children. European Journal of Neuroscience, 47(1), 69-76. https://doi.org/10.1111/ejn.13785

Alloway, T. P., Moulder, R., Horton, J. C., Leedy, A., Archibald, L. M. D., Burin, D., Injoque-Ricle, I., Passolunghi, M. P., & Santos, F. H. D. (2017). Is it a Small World After All? Investigating the Theoretical Structure of Working Memory Cross-Nationally. Journal of Cognition and Culture, 17, 331-353. https://doi.org/10.1163/15685373-12340010

Archibald, L. M. D. (2017). Working memory and language learning: A review. Child Language Teaching and Therapy, 33(1), 5–17. https://doi.org/10.1177/0265659016654206

Archibald, L. M. D. (2017). SLP-educator classroom collaboration: A review to inform reason-based practice. Autism & Developmental Language Impairments, 2, 1-17. http://journals.sagepub.com/doi/10.1177/2396941516680369

Bishop, D. V. M., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry and Allied Disciplines. https://doi.org/10.1111/jcpp.12721

Archibald, L. M. D., & Griebeling, K. H. (2016). Rethinking the connection between working memory and language impairment. International Journal of Communication Disorders, 51, 252–264. https://doi.org/10.1111/1460-6984.12202

Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Adams, C., Archibald, L. M. D., … Whitehouse, A. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS ONE, 11(7), 1–26. https://doi.org/10.1371/journal.pone.0158753

Pauls, L., & Archibald, L. M. D. (2016). Executive functions in children with specific language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 59, 1074-1086. https://doi.org/10.1044/2016_JSLHR-L-15-0174

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. https://doi.org/10.1016/j.jecp.2015.06.002

Noonan, N., Redmond, S., & Archibald, L. M. D. (2014). Contributions of Children’s Linguistic and Working Memory Proficiencies to Their Judgments of Grammaticality. Journal of Speech, Language, and Hearing Research, 57, 979–989. https://doi.org/10.1044/2014_JSLHR-L-12-0225

Archibald, L. M. D., & Joanisse, M. F. (2013). Domain-specific and domain-general constraints on word and sequence learning. Memory & Cognition, 41(2), 268–80. https://doi.org/10.3758/s13421-012-0259-4

Archibald, L. M. D., Oram Cardy, J., Joanisse, M. F., & Ansari, D. (2013). Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children. PLoS ONE, 8(10), 1–13. https://doi.org/10.1371/journal.pone.0077463


Current Graduate Students / Postdoctoral Fellows

  • Dr. Theresa Pham, Postdoctoral FellowSchool of Communication Sciences and Disorders, University of Western Ontario
  • Rachel Benninger, PhD Student, School of Communication Sciences and Disorders, University of Western Ontario
  • Niloufar Dezfuly, PhD Student, School of Communication Sciences and Disorders, University of Western Ontario
  • Alyssa Kuciak, MCISc/PhD Student, School of Communication Sciences and Disorders, University of Western Ontario
  • Meghan VollebregtMClSc/PhD Student, School of Communication Sciences and Disorders, University of Western Ontario