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Draft:Kim Cornish

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  • Comment: I can see you've trimmed quite a lot, but there's more to take out. I suggested basing the format on an existing scientist biography - which one did you pick, because it doesn't look like it to me. Curb Safe Charmer (talk) 21:42, 14 October 2024 (UTC)
  • Comment: Needs significant editing for tone so that it is written in Wikipedia's voice rather than something you'd see in a LinkedIn profile.
    Also, trim a lot of the detail on fundraising, projects and publications. Read MOS:BIO and take a look at other science biographies to see what Wikipedia's style is. Curb Safe Charmer (talk) 16:42, 14 October 2024 (UTC)

Kim Cornish (born 18 October 1966) is a British developmental cognitive neuroscientist recognized for her pioneering research in neurodevelopmental disorders, particularly those affecting children with attention deficits and cognitive challenges. Born in Bury, Greater Manchester, England, Cornish has committed her career to enhancing mental health and cognitive outcomes for vulnerable children through innovative, evidence-based interventions.[1]As the Founding Director of the Turner Institute for Brain and Mental Health at Monash University in Australia, she has played a pivotal role in developing digital solutions aimed at fostering resilience and learning among children facing developmental challenges. Her research has garnered international recognition, leading interdisciplinary initiatives across the United Kingdom, Canada, and Australia, and resulting in over AUD 17 million in competitive grants and philanthropic funding.[2]Cornish’s work in bridging scientific research with practical applications has significantly contributed to psychology and education. She is a Fellow of the Academy of the Social Sciences in Australia and was named the Sir John Monash Distinguished Professor in 2021.[3][4]

Early Life and Education

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Kim Cornish attended Radcliffe High School in Manchester,[5] where she developed an early interest in psychology and the sciences. Following her secondary education, she furthered her academic aspirations at Peel VI Form College.

In 1988, she earned a Bachelor of Science (BSc) in Psychology from Lancaster University. She then pursued postgraduate studies at the University of London, obtaining a Doctor of Philosophy (PhD) in Experimental Psychology in 1991. Her doctoral research focused on early cognitive development, particularly in children with neurodevelopmental disorders, laying the groundwork for her later contributions to developmental cognitive neuroscience.[6][7]

Career

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Early Career and Research

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After completing her PhD, Cornish began her academic career at the University of Nottingham, where she focused on neurodevelopment processes in children. Her early research examined how cognitive impairments manifest in young children with conditions such as fragile X syndrome and autism spectrum disorders.

In 2002, Cornish joined McGill University in Montreal, Canada, where she was appointed as a Canada Research Chair in Developmental Neuroscience.[8] During her time at McGill, Cornish led extensive research into neurodevelopment disorders and cognitive development in children, earning over $4 million in competitive funding for her work. Her research in bilingual child development and neurodevelopment disorders gained international recognition.

Monash University and Leadership Roles

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In 2009, Cornish moved to Monash University in Melbourne, Australia, where she was appointed as Head of the Discipline of Psychology within the School of Psychology, Psychiatry and Psychological Medicine. She subsequently held various leadership roles, including Deputy Dean of the Faculty of Medicine, Nursing and Health Sciences, and Director of the Monash Institute of Cognitive and Clinical Neurosciences (MICCN).[9][10]

Cornish became the founding director of the Turner Institute for Brain and Mental Health in 2019.[11] Under her leadership, the institute has focused on innovative research to improve brain health and mental well-being, with an emphasis on early intervention in children and adolescents. Her work at Monash has contributed to the institution’s psychology program being ranked among the top 50 globally, as recognized by the Times Higher Education rankings.[12][13]

Research and Contributions

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Cornish’s research has primarily focused on understanding early cognitive development and designing interventions to support children with neurodevelopmental disorders. Her work has led to the development of digital tools aimed at strengthening attention and cognitive skills in young children, with the goal of improving long-term learning outcomes. She has published extensively on topics related to fragile X syndrome, autism spectrum disorders, and attention-deficit hyperactivity disorder (ADHD).

Cornish has also been involved in several initiatives that connect scientific research with real-world applications. As co-lead of the THRIVE initiative at Monash University, she has worked to ensure access to evidence-based mental health resources for staff and students.[14][15]

Research & Publication

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Professor Cornish's research focuses primarily on the cognitive processes underlying neurodevelopment disorders in children. Her work has explored various areas, including attention, memory, and executive functioning, and their implications for educational strategies and interventions. Cornish employs a multidisciplinary approach, integrating insights from psychology, neuroscience, and education to address the complex challenges faced by children with developmental disorders.

Projects

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Turner Women Stepping into Leadership Series[16] (2022 – Present)

A program aimed at empowering women in academic and professional roles through leadership training and community support.

Monash Thrive: A Digital Mental Health Toolkit[17] (2020 – Present)

A digital platform developed to enhance student mental health by providing resources for resilience and access to mental health support.

TALI - A Digital Intervention Program for Children with Attention Deficits [18](2016 – 2020)

A digital intervention co-developed to improve attention in children with neurodevelopmental conditions, approved as a Class 1 Medical Device

Play, Attention, and Learning Study (PALS) [19](2015 – Present)

Research focusing on play-based learning's impact on attention and cognitive development in young children.

BrainHealth: Optimising Cognitive Function in Children [20](2018 – Present)

A project aimed at understanding cognitive development mechanisms to promote brain health and learning in children.

Neurodiversity and Education Project[21] (2019 – Present)

An initiative investigating the educational experiences of neurodiverse children to develop inclusive learning strategies.

Publications (2018-2024)

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2024

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A Digital Intervention to Support Childhood Cognition After the COVID-19 Pandemic: A Pilot Trial[22]

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Authors: Hannah Kirk, Megan Spencer-Smith, Laura Jobson, Elizabeth Nicolaou, Kim Cornish, Ebony Melzak, Caitlin Hrysanidis, Cassie Moriarty, Belinda Davey, Theoni Whyman, Laura Bird, Mark A. Bellgrove.

Published in: Scientific Reports, Volume 14, Issue 1 (June 18, 2024). This pilot trial evaluates a digital intervention's effectiveness in enhancing executive function skills among children in socio-economically disadvantaged communities affected by the COVID-19 pandemic.

Proactive Inhibitory Control and Social Difficulties in ADHD[23]

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Authors: Erin McKay, Hannah Kirk, Kim Cornish.

Published in: Neurodiversity, Volume 2 (May 2024).

This study explores the relationship between proactive inhibitory control and social challenges in adolescents with ADHD, highlighting cognitive deficits impacting social interactions.[24]

Australian University Student Coping Profiles and Psychosocial Distress: A Latent Profile Analysis[25]

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Authors: Isabelle Smart, Melinda McCabe, Laura J. Bird, Michelle L. Byrne, Kim Cornish.

Published in: Studies in Higher Education (March 16, 2024).

This research identifies coping strategies employed by university students and their effectiveness in managing psychosocial distress, revealing distinct coping profiles.

2023

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Investigating Learning Trajectories on Digital Attention Training Tasks in Primary School Children[26]

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Authors: Sally Richmond, Hannah Kirk, Kim Cornish, Megan Spencer-Smith.

Published in: Journal of Cognitive Enhancement, Volume 7, Issue 3 (December 2023).

This study examines the impact of digital attention training on primary school children, exploring the relationship between individual learning paths and training benefits over a 5-week program targeting various attention skills.

Impairments in Emotion Recognition and Positive Emotion Regulation Predict Social Difficulties in Adolescents with ADHD[27]

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Authors: Erin McKay, Kim Cornish, Hannah Kirk.

Published in: Clinical Child Psychology and Psychiatry, Volume 28, Issue 3 (July 2023).

This research investigates how deficits in emotion recognition and regulation contribute to social difficulties in adolescents with ADHD, highlighting the role of emotional dysregulation in exacerbating social challenges.

Social Difficulties in Adolescent Attention Deficit Hyperactivity Disorder: Social Motivation, Social Anxiety, and Symptom Severity as Contributing Factors[28]

Authors: Erin McKay, Hannah Kirk, Rachael Martin, Kim Cornish.

Published in: Journal of Clinical Psychology, Volume 79, Issue 4 (April 2023).

This study explores the social challenges faced by adolescents with ADHD, analyzing factors such as gender, social anxiety, and symptom severity, and revealing significant social impairments in adolescents with ADHD compared to typically developing peers.

2022

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Food Insecurity During COVID‐19: An Australian University Experience[29]

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Authors: Christie Jane Bennett, Meaghan Christian, Shirley Phan, Melinda McCabe, Kim Cornish, Sue Kleve.

Published in: Health & Social Care in the Community, Volume 30, Issue 6 (November 2022). This study investigates the prevalence and severity of food insecurity among students at a large Australian university during the COVID-19 lockdown, providing insights into coping strategies and institutional support mechanisms.

Training Inhibitory Control in Adolescents with Elevated Attention Deficit Hyperactivity Disorder Traits: A Randomised Controlled Trial of the Alfi Virtual Reality Programme[30]

Authors: Erin McKay, Hannah Kirk, James Coxon, Danielle Courtney, Mark Bellgrove, Aurina Arnatkeviciute, Kim Cornish.

Published in: BMJ Open, Volume 12, Issue 9 (September 2022).

This randomised controlled trial evaluates the efficacy of the Alfi Virtual Reality programme for improving inhibitory control in adolescents with elevated ADHD traits, aiming to offer a more engaging alternative to traditional interventions.

Digital Cognitive Training in Children with Attention-Deficit/Hyperactivity Disorder: A Study Protocol of a Randomised Controlled Trial[31]Authors: Sally Richmond, Hannah Kirk, Tori Gaunson, Meg Bennett, Mark A Bellgrove, Kim Cornish.

Published in: BMJ Open, Volume 12, Issue 6 (June 2022).

This study protocol outlines a double-blind trial to assess the efficacy of digital cognitive training in children aged 5–8 with ADHD, focusing on both immediate and long-term outcomes of cognitive interventions.

2021

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Addressing Depression Symptoms Among University Students Under COVID-19 Restrictions—The Mediating Role of Stress and the Moderating Role of Resilience[32]

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Authors: Chang Liu, Melinda McCabe, Sebastian Kellett-Renzella, Shruthi Shankar, Nardin Gerges, Kim Cornish.

Published in: International Journal of Environmental Research and Public Health, Volume 18, Issue 23 (December 2021). This study examines the relationship between social isolation and depression symptoms among university students during COVID-19 restrictions, highlighting the roles of perceived stress and resilience in this association.

Impact of the COVID-19 Lockdown in Malaysia: An Examination of the Psychological Well-Being of Parent-Child Dyads and Child Behavior in Families with Children on the Autism Spectrum[33]

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Authors: Hui Xian Fong, Kim Cornish, Hannah Kirk, Kartini Ilias, Mohd Farooq Shaikh, Karen Jennifer Golden.

Published in: Frontiers in Psychiatry, Volume 12 (October 2021). This research investigates the psychological well-being of children with autism spectrum conditions and their parents during Malaysia’s COVID-19 lockdown, comparing findings with typically developing children. I

dentifying Predictors of University Students’ Wellbeing During the COVID-19 Pandemic—A Data-Driven Approach[34]

Authors: Chang Liu, Melinda McCabe, Andrew Dawson, Chad Cyrzon, Shruthi Shankar, Nardin Gerges, Sebastian Kellett-Renzella, Yann Chye, Kim Cornish.

Published in: International Journal of Environmental Research and Public Health, Volume 18, Issue 13 (June 2021).

This study identifies predictors of psychological well-being among university students during the COVID-19 pandemic, highlighting significant negative and positive predictors for targeted support strategies.

2020

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Disentangling Autism Spectrum and Attention-Deficit/Hyperactivity Symptoms Over Development in Fragile X Syndrome[35]

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Authors: Brianna Ruth Doherty, Elena Longhi, Victoria Cole, Annette Karmiloff-Smith, Kim Cornish, Gaia Scerif.

Published in: Research in Developmental Disabilities, Volume 104 (September 2020). This longitudinal study explores the developmental relationship between ADHD and ASD symptoms in boys with fragile X syndrome, revealing an evolving interaction between these symptoms over time.

Different Luminance- and Texture-Defined Contrast Sensitivity Profiles for School-Aged Children[36]Authors: Daphné Silvestre, Jacalyn Guy, Julie Hanck, Kim Cornish, Armando Bertone.

Published in: Scientific Reports, Volume 10, Issue 1 (August 3, 2020).

This research investigates the development of contrast sensitivity to luminance- and texture-defined visual information in school-aged children, revealing distinct developmental profiles that enhance understanding of visual processing.

2019

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Training Attention in Children with Acquired Brain Injury: A Study Protocol of a Randomised Controlled Trial of the TALI Attention Training Programme[37]

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Authors: Erin McKay, Sally Richmond, Hannah Kirk, Vicki Anderson, Cathy Catroppa, Kim Cornish.

Published in: BMJ Open, Volume 9, Issue 12 (December 1, 2019). This study protocol details a randomised controlled trial to evaluate the TALI Train programme's effectiveness in enhancing attention in children aged 4–9 years with acquired brain injury, comparing an adaptive game-based intervention with a control group receiving a non-adaptive placebo.

Incomplete Silencing of Full Mutation Alleles in Males with Fragile X Syndrome is Associated with Autistic Features[38]

Authors: Emma K. Baker, Marta Arpone, Solange M. Aliaga, Lesley Bretherton, Claudine M. Kraan, Minh Bui, Howard R. Slater, Ling Ling, David Francis, Matthew F. Hunter, Justine Elliott, Carolyn Rogers, Michael Field, Jonathan Cohen, Kim Cornish, Lorena Santa Maria, Victor Faundes, Bianca Curotto, Paulina Morales, Cesar Trigo, Isabel Salas, Angelica M. Alliende, David J. Amor, David E. Godler.

Published in: Molecular Autism, Volume 10 (December 2019).

This study investigates how incomplete silencing of FMR1 mRNA in males with Fragile X Syndrome relates to autistic features, showing that elevated mRNA levels may correlate with severity of autism-like symptoms.

2018

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Differential Impact of the FMR1 Gene on Visual Processing in Fragile X Syndrome: Corrigendum[39]

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Authors: Cary S. Kogan, Isabella Boutet, Kim Cornish, Shahin Zangenehpour, Kathy T. Mullen, Jeanette J.A. Holden, Vazken M. Der Kaloustian, Eva Andermann, Avi Chaudhuri.

Published in: Brain: A Journal of Neurology, Oxford University Press (August 2018).

This corrigendum corrects an earlier study on the structural analysis of human lateral geniculate nuclei in a Fragile X Syndrome patient, updating interpretations regarding neuron development and visual processing deficits.

Books:

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1. Attention, Genes, and Developmental Disorders[40]

Description: This book explores the complex interplay between genetic factors and attentional processes in developmental disorders. It draws on Professor Cornish's expertise in developmental cognitive neuroscience, examining how genetic variations can influence attention and contribute to conditions such as ADHD, autism spectrum disorder, and learning disabilities.

2. The Post-Pandemic Child[41]

Description: This book discusses the long-term effects of the COVID-19 pandemic on children's cognitive, social, and emotional development. Professor Cornish addresses the challenges posed by lockdowns, remote learning, and social isolation, offering insights and strategies for supporting children's well-being and resilience in a post-pandemic world.

Funding for Research in Developmental Cognitive Neuroscience

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Professor Kim Cornish has received significant grants to support research focused on attention mechanisms and neurodevelopmental disorders. Notable funding includes AUD 4,689,777 from the Australian Research Council for the ARC Training Centre for Optimal Ageing,[42][43] which aims to enhance the quality of life for older adults through digital interventions. Additional grants comprise AUD 2,500,000 from the Medical Research Future Fund for Data-driven Diagnoses and Treatments for Neurodevelopmental Disorders, and AUD 301,560 from Allianz Global Assistance for the Monash Thrive Project. Further initiatives address ADHD in Indigenous Australian children and interactive attention training technologies, highlighting a commitment to improving cognitive outcomes.[44][45][46][47][48][49][50][51][52][53][excessive citations]

COVID-19 and Mental Health Work [54]

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During the COVID-19 pandemic, Professor Kim Cornish significantly addressed mental health issues among university students. She co-led the Thrive@Home project at Monash University, which included the THRIVE@Monash survey to assess students' mental health, food insecurity, and cognitive concerns during lockdowns. Her research highlighted challenges such as anxiety and depression exacerbated by prolonged isolation.

Cornish also examined food insecurity's impact, co-authoring studies emphasizing the need for university support systems during crises. She advocated for digital mental health resources, including the Monash Thrive App, and organized the Turner Women Stepping into Leadership Series to promote leadership and resilience among women in academia. Through these initiatives, Cornish underscored her commitment to understanding and mitigating the psychological effects of crises on vulnerable populations, particularly students and young adults..[55][56][57]

Mentorship and Leadership

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Professor Kim Cornish has made significant contributions to mentorship and leadership in the field of psychology, positively impacting the professional development of students and early-career researchers. By offering individualized guidance, she cultivates an environment that supports academic and professional success. Cornish advocates for diversity and inclusion, promoting initiatives for underrepresented groups in psychological sciences. As a member of several professional organizations, including the Australian Academy of Social Sciences, she enhances collaboration and networking opportunities, influencing the research and education landscape in neurodevelopment sciences.

References

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  1. ^ UCL (2019-08-12). "Centre for Developmental Cognitive Neuroscience". University College London. Retrieved 2024-10-14.
  2. ^ "Turner Institute for Brain and Mental Health". Monash University.
  3. ^ "Sir John Monash Distinguished Professors". Monash University.
  4. ^ "Academy of the Social Sciences in Australia". Academy of the Social Sciences in Australia. Retrieved 2024-10-14.
  5. ^ "The Radcliffe School". The Radcliffe School. Retrieved 2024-10-14.
  6. ^ "ORCID". orcid.org. Retrieved 2024-10-14.
  7. ^ "Kim Cornish". Monash University. Retrieved 2024-10-14.
  8. ^ "ANNUAL REPORT Department of Educational and Counselling Psychology Faculty of Education McGill University June 2006 to May 2007" (PDF). McGill University Department of Educational and Counselling Psychology (2007).
  9. ^ "Prestigious appointment recognises leadership role". Monash University Prestigious Apointments. Archived from the original on 12 May 2014.
  10. ^ "Monash University. "Dealing with Gender Inequity." Monash University, 23 June 2016". Archived from the original on 23 June 2016.
  11. ^ "Monash University. "Turner Institute for Brain and Mental Health."".
  12. ^ Kim, Cornish. "Turner Institute for Brain and Mental Health".
  13. ^ "Kim Cornish, Sir John Monash Distinguished Professor, Psychology". Monash Lens. Retrieved 2024-10-14.
  14. ^ "Monash Thrive Project".
  15. ^ "Monash Thrive project Team".
  16. ^ "Turner women Leadership series". Monash University.
  17. ^ Kim, Cornish. "Monash Thrive Project". Monash University Thrive Project.
  18. ^ Richmond, Sally; Kirk, Hannah; Gaunson, Tori; Bennett, Meg; Bellgrove, Mark A; Cornish, Kim (2022-06-16). "Digital cognitive training in children with attention-deficit/hyperactivity disorder: a study protocol of a randomised controlled trial". BMJ Open. 12 (6): e055385. doi:10.1136/bmjopen-2021-055385. ISSN 2044-6055. PMC 9207754. PMID 35710251.
  19. ^ "Play, Attention, and Learning Study (PALS)".
  20. ^ Savage, Robert; Cornish, Kim; Manly, Tom; Hollis, Chris (2006-08-11). "Cognitive processes in children's reading and attention: The role of working memory, divided attention, and response inhibition". British Journal of Psychology. 97 (3): 365–385. doi:10.1348/000712605X81370. ISSN 0007-1269. PMID 16848949.
  21. ^ "Neurodiversity in Children".
  22. ^ Kirk, Hannah; Spencer-Smith, Megan; Jobson, Laura; Nicolaou, Elizabeth; Cornish, Kim; Melzak, Ebony; Hrysanidis, Caitlin; Moriarty, Cassie; Davey, Belinda; Whyman, Theoni (2024). "A digital intervention to support childhood cognition after the COVID-19 pandemic: a pilot trial". Scientific Reports. 14 (1): 14065. Bibcode:2024NatSR..1414065K. doi:10.1038/s41598-024-63473-2. PMC 11189556. PMID 38890384.
  23. ^ McKay, Erin; Kirk, Hannah; Cornish, Kim (2024). "Proactive inhibitory control as a cognitive contributor to social difficulties in adolescents with ADHD traits". Neurodiversity. 2: 27546330241258329. doi:10.1177/27546330241258329. ISSN 2754-6330.
  24. ^ McKay, Erin; Kirk, Hannah; Cornish, Kim (2024). "Proactive inhibitory control as a cognitive contributor to social difficulties in adolescents with ADHD traits". Neurodiversity. 2. doi:10.1177/27546330241258329. ISSN 2754-6330.
  25. ^ Smart, Isabelle; McCabe, Melinda; Bird, Laura J.; Byrne, Michelle L.; Cornish, Kim (2024-03-17). "Australian university student coping profiles and psychosocial distress: a latent profile analysis". Studies in Higher Education: 1–14. doi:10.1080/03075079.2024.2329748. ISSN 0307-5079.
  26. ^ Richmond, Sally; Kirk, Hannah; Cornish, Kim; Spencer-Smith, Megan (2023). "Investigating Learning Trajectories on Digital Attention Training Tasks in Primary School Children". Journal of Cognitive Enhancement. 7 (3–4): 203–214. doi:10.1007/s41465-023-00272-z. ISSN 2509-3290.
  27. ^ McKay, Erin; Cornish, Kim; Kirk, Hannah (2023). "Impairments in Emotion Recognition and Positive Emotion Regulation Predict Social Difficulties in Adolescent With ADHD". Clinical Child Psychology and Psychiatry. 28 (3): 895–908. doi:10.1177/13591045221141770. ISSN 1359-1045. PMID 36440882.
  28. ^ McKay, Erin; Kirk, Hannah; Martin, Rachael; Cornish, Kim (2023). "Social difficulties in adolescent attention deficit hyperactivity disorder: Social motivation, social anxiety and symptom severity as contributing factors". Journal of Clinical Psychology. 79 (4): 1113–1129. doi:10.1002/jclp.23462. ISSN 0021-9762. PMID 36413514.
  29. ^ Bennett, Christie Jane; Christian, Meaghan; Phan, Shirley; McCabe, Melinda; Cornish, Kim; Kleve, Sue (2022). "Food insecurity during COVID -19: An Australian university experience". Health & Social Care in the Community. 30 (6): e5401–e5411. doi:10.1111/hsc.13962. ISSN 0966-0410. PMC 9538495. PMID 35950351.
  30. ^ McKay, Erin; Kirk, Hannah; Coxon, James; Courtney, Danielle; Bellgrove, Mark; Arnatkeviciute, Aurina; Cornish, Kim (2022). "Training inhibitory control in adolescents with elevated attention deficit hyperactivity disorder traits: a randomised controlled trial of the Alfi Virtual Reality programme". BMJ Open. 12 (9): e061626. doi:10.1136/bmjopen-2022-061626. PMC 9490587. PMID 36127121.
  31. ^ Richmond, Sally; Kirk, Hannah; Gaunson, Tori; Bennett, Meg; Bellgrove, Mark A.; Cornish, Kim (2022). "Digital cognitive training in children with attention-deficit/hyperactivity disorder: a study protocol of a randomised controlled trial". BMJ Open. 12 (6): e055385. doi:10.1136/bmjopen-2021-055385. PMC 9207754. PMID 35710251.
  32. ^ Liu, Chang; McCabe, Melinda; Kellett-Renzella, Sebastian; Shankar, Shruthi; Gerges, Nardin; Cornish, Kim (2021). "Addressing Depression Symptoms among University Students under COVID-19 Restrictions—The Mediating Role of Stress and the Moderating Role of Resilience". International Journal of Environmental Research and Public Health. 18 (23): 12752. doi:10.3390/ijerph182312752. PMC 8657618. PMID 34886483.
  33. ^ Fong, Hui Xian; Cornish, Kim; Kirk, Hannah; Ilias, Kartini; Shaikh, Mohd Farooq; Golden, Karen Jennifer (2021). "Impact of the COVID-19 lockdown in Malaysia: An examination of the psychological well-being of parent-child dyads and child behavior in families with children on the autism spectrum". Frontiers in Psychiatry. 12: 733905. doi:10.3389/fpsyt.2021.733905. PMC 8555492. PMID 34721108.
  34. ^ Liu, Chang; McCabe, Melinda; Dawson, Andrew; Cyrzon, Chad; Shankar, Shruthi; Gerges, Nardin; Kellett-Renzella, Sebastian; Chye, Yann; Cornish, Kim (2021). "Identifying predictors of university students' wellbeing during the COVID-19 pandemic—a data-driven approach". International Journal of Environmental Research and Public Health. 18 (13): 6730. doi:10.3390/ijerph18136730. PMC 8296899. PMID 34206579.
  35. ^ Doherty, Brianna Ruth; Longhi, Elena; Cole, Victoria; Karmiloff-Smith, Annette; Cornish, Kim; Scerif, Gaia (2020). "Disentangling autism spectrum and attention-deficit/hyperactivity symptoms over development in fragile X syndrome". Research in Developmental Disabilities. 104: 103692. doi:10.1016/j.ridd.2020.103692. PMID 32505083.
  36. ^ Silvestre, Daphné; Guy, Jacalyn; Hanck, Julie; Cornish, Kim; Bertone, Armando (2020). "Different luminance-and texture-defined contrast sensitivity profiles for school-aged children". Scientific Reports. 10 (1): 13039. Bibcode:2020NatSR..1013039S. doi:10.1038/s41598-020-69802-5. PMC 7400652. PMID 32747677.
  37. ^ McKay, Erin; Richmond, Sally; Kirk, Hannah; Anderson, Vicki; Catroppa, Cathy; Cornish, Kim (2019). "Training attention in children with acquired brain injury: a study protocol of a randomised controlled trial of the TALI attention training programme". BMJ Open. 9 (12): e032619. doi:10.1136/bmjopen-2019-032619. PMC 6924822. PMID 31806614.
  38. ^ Baker, Emma K.; Arpone, Marta; Aliaga, Solange M.; Bretherton, Lesley; Kraan, Claudine M.; Bui, Minh; Slater, Howard R.; Ling, Ling; Francis, David; Hunter, Matthew F.; Elliott, Justine; Rogers, Carolyn; Field, Michael; Cohen, Jonathan; Cornish, Kim (December 2019). "Incomplete silencing of full mutation alleles in males with fragile X syndrome is associated with autistic features". Molecular Autism. 10 (1): 21. doi:10.1186/s13229-019-0271-7. ISSN 2040-2392. PMC 6499941. PMID 31073396.
  39. ^ Kogan, Cary S.; Boutet, Isabella; Cornish, Kim; Zangenehpour, Shahin; Mullen, Kathy T.; Holden, Jeanette JA; Der Kaloustian, Vazken M.; Andermann, Eva; Chaudhuri, Avi (2018). "" Differential impact of the FMR1 gene on visual processing in fragile X syndrome": Corrigendum". Oxford University Press.
  40. ^ Cornish, Kim; Wilding, John (2010-08-12). Attention, Genes, and Developmental Disorders. Oxford University Press. ISBN 978-0-19-972067-5.
  41. ^ Cornish, Kim (October 2023). The Post-Pandemic Child. Monash University Publishing. ISBN 978-1-922979-26-1.
  42. ^ "ARC Training Centre for Optimal Ageing - Dimensions". app.dimensions.ai. Retrieved 2024-10-14.
  43. ^ "Grant - Grants Data Portal". dataportal.arc.gov.au. Retrieved 2024-10-14.
  44. ^ Australian Government Department of Health. "Departmental and agency approved grants: Senate Order 16" (PDF).
  45. ^ "Utilising digital training technology to support cognitive skill development and enhance learning in primary school children". Monash University. Retrieved 2024-10-14.
  46. ^ "Home". The Ian Potter Foundation. Retrieved 2024-10-14.
  47. ^ Monash University. "Monash Thrive App".
  48. ^ "Understanding ADHD in Indigenous Australian children using the Longitudinal Study of Indigenous Children (LSIC)". Monash University. Retrieved 2024-10-14.
  49. ^ "AADPA – Australasian ADHD Professionals Association". Retrieved 2024-10-14.
  50. ^ "Interactive attention training technology to enhance cognitive skills in early life". Monash University. Retrieved 2024-10-14.
  51. ^ Maxwell, Scott; Okabe, Jun; Kaipananickal, Harikrishnan; Rodriguez, Hanah; Khurana, Ishant; Al-Hasani, Keith; Chow, Bryna S.M.; Pitsillou, Eleni; Karagiannis, Tom C.; Jandeleit-Dahm, Karin; Ma, Ronald C.W.; Huang, Yu; Chan, Juliana C.N.; Cooper, Mark E.; El-Osta, Assam (2024-04-17). "Set7 Methyltransferase and Phenotypic Switch in Diabetic Glomerular Endothelial Cells". Journal of the American Society of Nephrology. 35 (6): 733–748. doi:10.1681/asn.0000000000000345. ISSN 1046-6673. PMC 11164123. PMID 38630537.
  52. ^ Monash University TALI program. "Attention detection in children: TALI the key to the future".
  53. ^ "Cooperative Research Centres Projects (CRC-P) Grants". business.gov.au. 2024-09-18. Retrieved 2024-10-14.
  54. ^ Cornish, Kim (October 2023). The Post-Pandemic Child. Monash University Publishing. ISBN 978-1-922979-26-1.
  55. ^ Kirk, Hannah; Spencer-Smith, Megan; Jobson, Laura; Nicolaou, Elizabeth; Cornish, Kim; Melzak, Ebony; Hrysanidis, Caitlin; Moriarty, Cassie; Davey, Belinda; Whyman, Theoni (2024). "A digital intervention to support childhood cognition after the COVID-19 pandemic: a pilot trial". Scientific Reports. 14 (1): 14065. Bibcode:2024NatSR..1414065K. doi:10.1038/s41598-024-63473-2. PMC 11189556. PMID 38890384.
  56. ^ Bird, Laura J.; McCabe, Melinda; Lim, Yen Ying; Cornish, Kim (2023). "Prevalence and correlates of subjective cognitive concerns in Australian university students during the COVID-19 pandemic". Frontiers in Psychology. 13: 1094497. doi:10.3389/fpsyg.2022.1094497. PMC 9874933. PMID 36710843.
  57. ^ Bennett, Christie Jane; Christian, Meaghan; Phan, Shirley; McCabe, Melinda; Cornish, Kim; Kleve, Sue (November 2022). "Food insecurity during COVID -19: An Australian university experience". Health & Social Care in the Community. 30 (6): e5401–e5411. doi:10.1111/hsc.13962. ISSN 0966-0410. PMC 9538495. PMID 35950351.
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