Emily Elliott, Professor
Office: 228 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-7460
to view my lab website.
to view my VITA.
My research focus includes the areas of short-term memory and working memory, and
also the interaction of attention with memory performance.
My interest in short-term memory stems from the close relationship between the items
that a person is attending to and the ability to retain these items over short periods
of time. To understand the interaction between memory and attention, it is helpful
to be able to manipulate carefully what a person is attending to, or purposefully
ignoring. In this way, the auditory modality is very useful for study. The direction
of one's attention in the visual modality can be easily modified by gaze, or even
closing one's eyes. This is not the case in the auditory modality. For this reason,
much of my research includes auditory stimuli, which of course are ever-present in
the natural environment. Additionally, I study the development of memory in children.
I believe that studying children can be a valuable tool for understanding the origins
of adult cognition.
To view the 2016 Psychonomics Poster on Attention Capture, Top-down Control, and the
Cross-modal Stroop Effect, click here
To view the 2016 Psychonomics Poster on Musical Working Memory and Musical Sophistication
in Non-musicians, click here
To view the 2016 Psychonomics Poster on Rehearsal and Auditory Distraction Effects
in Serial Recall, click here
Elliott, E. M., Hughes, R. W., Briganti, A. M., Joseph, T. N., Marsh, J. E., & Macken,
W. J. (2016). Distraction in verbal short-term memory: Insights from developmental
differences. Journal of Memory & Language, 88, 39-50.
Bornstein, B. H., Robicheaux, T. R., & Elliott, E. M. (2015). The role of semantic
relatedness in producing the revelation effect: A test of the Global Matching Model.
Journal of Cognitive Psychology, 27, 207-217.
van Lamsweerde, A. E., Beck, M. R., & Elliott, E. M. (2014). Retrieval from long-term
memory reduces working memory representations for visual features and their bindings.
Memory & Cognition, 43, 237-246.
Elliott, E. M., Morey, C. C., Morey, R. D., Shelton, J. T., Eaves, S. D., & Lutfi-Proctor,D.
A. (2014). The role of modality: Visual and auditory distractors in Stroop interference
effects. Journal of Cognitive Psychology, 46, 15-26.
Lutfi-Proctor, D. A., Elliott, E. M., & Cowan, N. (2014). The role of the visual stimulus
on cross-modal Stroop interference. PsyCh, 3, 17-29.
Hill, B. D., Foster, J., Elliott, E. M., Shelton, J. T., McCain, J., & Gouvier, W.
D. (2013). Need for cognition is related to higher general intelligence, fluid intelligence,
and crystallized intelligence, but not working memory. Journal of Research inPersonality,47,
Morey, C. C., Elliott, E. M., Wiggers, J., Eaves, S. D., Shelton, J. T., & Mall, J.
T. (2012). Goal- neglect links Stroop interference with working memory capacity. Acta
Psychologica, 141, 250-260
Elliott, E. M., & Briganti, A. M. (2012). Investigating the role of attentional processes
in the irrelevant speech effect. Acta Psychologica,140, 64-74.
Pella, R.D., Hill, B.D., Shelton, J.T., Elliott, E., & Gouvier, W.D. (2012). Evaluation
of embedded malingering indexes in a non-litigating clinical sample using control,
clinical, and derived groups. Archives of Clinical Neuropsychology, 27, 45-57.
Elliott, E. M., Cherry, K. E., Silva, J. L., Smitherman, E. M., Jazwinski, S. M.,
Volaufova, J., & Yu, Q. (2011). Working memory in the oldest-old: Evidence from output
serial position curves. Memory & Cognition, 39, 1423-1434.
Shelton, J. T., Elliott, E. M., Matthews, R. A., Hill, B. D., Gouvier, W. D. (2010).
The relationships of working memory, secondary memory, and general fluid intelligence:
Working memory is special. Journal of Experimental Psychology: Learning, Memory, &
Cognition, 36, 813-820.
Hill, B. D., Elliott, E. M., Shelton, J. T., Pella, R., O’Jile, J., & Gouvier, W.
D. (2010). Can we improve the clinical assessment of working memory? An evaluation
of the WAIS-III using a working memory criterion construct. Journal of Clinical and
Experimental Neuropsychology, 32, 315-323.
Shelton, J. T., Elliott, E. M., Eaves, S. D. L., & Exner, A. L. (2009). The distracting
effects of a ringing cell phone: An investigation of the laboratory and the classroom
setting. Journal of Environmental Psychology, 29, 513-512.
Shelton, J. T., Elliott, E. M., Hill, B. D., Calamia, M. R., & Gouvier, W. D. (2009).
A comparison of laboratory and clinical working memory tests and their prediction
of fluid intelligence. Intelligence, 37, 283-293.
Elliott, E. M., Bhagat, S. P., & Lynn, S. D. (2007). Can children with (central) auditory
processing disorders ignore irrelevant sounds? Research in Developmental Disabilities,28,506-517.
Shelton, J. A., Metzger, R. L., & Elliott, E. M. (2007). A group-administered lag
task as a measure of working memory. Behavior Research Methods,39,482-493.
Cherry, K. E., Elliott, E. M., & Reese, C. M. (2007). Age and individual differences
in working memory: The size judgment span task. Journal of General Psychology, 134,
Cowan, N., Fristoe, N. M., Elliott, E. M., Brunner, R. P., & Saults, J. S. (2006).
Scope of attention, control of attention, and intelligence in children and adults.
Memory & Cognition, 34, 1754-1768.
Elliott, E. M., Barrilleaux, K. M., & Cowan, N. (2006). Individual differences in
the ability to avoid distracting sounds. European Journal of Cognitive Psychology,
18, 90-108.[Download PDF]
Cowan, N., Elliott, E. M., Saults, J. S., Nugent, L., Bomb, P., & Hismjatullina, A.
(2006). Rethinking speed theories of cognitive development: A response speed that
correlates with short-term memory but does not affect it. Psychological Science, 17,
Elliott, E. M., & Cowan, N. (2005). Individual differences in memory span and in the
effects of irrelevant sounds on memory performance: The coherence of the irrelevant
sound effect. Memory & Cognition, 33, 664-675.[Download PDF]
Cowan, N., Elliott, E. M., Saults, J. S., Morey, C. C., Mattox, S., & Hismjatullina,
A. (2005). On the capacity of attention: Its estimation and its role in working memory
and cognitive aptitudes. Cognitive Psychology, 51, 42-100.[Download PDF]
Cowan, N., Baddeley, A. D., Elliott, E. M., & Norris, J. (2003). List composition
and the word length effect in immediate recall: A comparison of localist and globalist
assumptions. Psychonomic Bulletin & Review,10, 74-79.
Cowan, N., Towse, J., Hamilton, Z., Saults, S., Elliott, E., Lacey, J., Moreno, M.,
& Hitch, G. (2003). Children's working-memory processes change with practice: Evidence
from a response-timing analysis. Journal of Experimental Psychology: General, 132,
Elliott, E. M. (2002). The irrelevant-speech effect and children: Theoretical implications
of developmental change. Memory & Cognition, 30, 478-487.
Elliott, E. M., & Cowan, N. (2001). Habituation to auditory distractors in a cross-modal,
color-word interference task. Journal of Experimental Psychology: Learning, Memory,
and Cognition, 27, 654-667.