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 Jonathan Jones

Jonathan Jones

PhD student

 Washington Singer 124A


Washington Singer Laboratories, University of Exeter, Perry Road, Prince of Wales Road, Exeter, EX4 4QG, UK


I began studying the Psychology BSc at the University of Exeter in 2009 where I first became interested in research with real clinical applications. My research project in the final year examined the ‘broaden and build’ theory, specifically how positive emotions and self-compassion can broaden cognition. In the following year I completed the Psychology Research Methods MSc, graduating with a distinction and the Dean’s commendation for outstanding achievement. My research apprenticeship (carried out under the supervision of Dr. Anna Adlam) investigated the relationships between children’s (aged 8-11) ability to engage with CBT, metacognition, theory of mind and empathy. I have spent the majority of 2014 working in the Neurosciences department at Southmead hospital in Bristol. Here I have gained hands-on experience with patients who have an Acquired Brain Injury (ABI), particularly: Traumatic Brain Injury (TBI), Subarachnoid Haemorrhage (SAH), Subdural Haemotoma (SDH), stroke and brain tumours, as well as patients recovering from brain surgery. In September 2014 I have begun my PhD (funded by the ESRC SWDTC) which will investigate the neural correlates of working memory training in children with ADHD.


MPhil/PhD Psychology (2014-present),
Psychological Research Methods MSc (UoE 2013),
Psychology BSc (UoE (2012)


Behavioural Health Care Assistant (December 2013 - September 2014) - Neurosciences Department, Southmead Hospital, North Bristol NHS Trust

Research group links


Research interests

  • Child and adolescent clinical neuropsychology
  • Cognitive neuroscience
  • ADHD
  • CBT
  • Metacognition and theory of mind
  • Executive functions

Research projects

Project Title: How Does Working Memory Training Work? Investigating the Neural Correlates of Cognitive Training in Children with ADHD.

Supervisors: Anna Adlam and Fraser Milton

Funding Body: ESRC

Project Description:
Individuals affected by Attention Deficit Hyperactivity Disorder (ADHD) often have impaired working memory function, especially for visuo-spatial material (Martinussen et al., 2005). Computerised working memory training has been shown to improve working memory ability in typically developing children (Thorell et al., 2009), children with ADHD (Klingberg et al., 2005; Holmes et al., 2009b), children with low working memory (Holmes et al., 2009a) and adults (Brehmer et al., 2012). The current project aims to build on a growing body of neuroimaging literature that suggests working memory training enhances the activity of (Hoekzema et al., 2010) and functional connectivity between (Jolles et al., 2013) neural structures related to working memory and ADHD pathophysiology. We plan to use functional Magnetic Resonance Imaging (fMRI) to examine the specific neural effects of working memory training. We will use Diffusion Tensor Imaging (DTI) to determine whether there is a difference in white matter tracts, especially in the frontoparietal network, after training. We will also use Effective Connectivity (EC) techniques to determine how brain regions critical for working memory interact and how this changes post-training. Additionally, we will examine the potential advantage of adding a metacognitive strategies module to be taught alongside working memory training.


Jones, J. S., Souchay, C., Moulin, C., & Adlam, A-L. R. (in preparation). Metacognition, Theory of Mind, and Children’s Ability to Engage with Cognitive Behavioural Therapy.


Key publications | Publications by category | Publications by year

Publications by category

Journal articles

Jones J, Souchay C, Moulin C, Reynolds S, Adlam AR (In Press). Children’s CBT skills, Metacognition, Empathy, and Theory of Mind. Journal of Children's Services Abstract.  Full text.

Publications by year

In Press

Jones J, Souchay C, Moulin C, Reynolds S, Adlam AR (In Press). Children’s CBT skills, Metacognition, Empathy, and Theory of Mind. Journal of Children's Services Abstract.  Full text.

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