Professor David Williams
Professor of Developmental Psychology
My research focuses on various forms of developmental psychopathology, including autism spectrum disorder and specific language impairment. I am interested in understanding the nature and neuro-cognitive bases of developmental disorders, as well as what these disorders tell us about typical development. Primarily, I use cognitive-experimental techniques, among typical and atypical populations, to investigate topics, such as:
- The typical and atypical development of episodic memory and episodic future thinking
- Prospective memory in autism spectrum disorder
- Metacognition (awareness of own mental states and cognitive activity) and mindreading (awareness of others’ mental states and cognitive activity), and the relation between them
- The development and function of inner speech use
- Comorbidity in developmental disorders
For my research into metacognition in autism spectrum disorder, I was given the prestigious 2010 Young Investigator award by the International Society for Autism Research. I am Associate Editor of the journals Research in Autism Spectrum Disorders and Autism and Developmental Language Impairments
- Grainger, C., Williams, D.M., & Lind, S.E. (2016). Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy. Consciousness and Cognition, 42, 65-74.
- Williams, D.M., Jarrold, C., Grainger, C. & Lind, S.E. (2014). Diminished time-based, but undiminished event-based, prospective memory among intellectually high-functioning adults with autism: Relation to working memory ability. Neuropsychology, 28, 30-42.
- Williams, D., Bowler, D.M., & Jarrold, C. (2012). Inner speech is used to mediate short-term memory, but not planning, among intellectually high-functioning adults with autism spectrum disorder. Development & Psychopathology, 24, 224-239.
- Williams, D., Botting, N., & Boucher, J. (2008). Language in autism and specific language impairment: Where are the links? Psychological Bulletin, 134, 944-963.