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Dr. Janet Boseovski
Associate Professor of Psychology
University of North Carolina Greensboro
Office:  Eberhart 274 | Phone: (336) 256-0015
email: jjboseov@uncg.edu

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Major Area: Developmental Social Cognition
The goal of my research program is to understand the social, cognitive, and emotional factors that contribute to the development of a ‘theory of personality’ in early to middle childhood. How do children come to understand the personality characteristics of other people and what are the processes that underlie this ability? My interests in this domain range from basic processes (e.g., cognitive mechanisms) to applied topics (e.g., peer relations; prejudice and stereotyping). My current work, supported by the National Institute of Child Health and Human Development (NICHD), is aimed at identifying distinct ‘profiles’ of personality attribution that may be related to children’s psychosocial functioning. This research will provide a basis for detecting and understanding social skill deficits and their correlates in early childhood.

I am also interested in theory of mind development (i.e., mental state reasoning), executive functioning (e.g., working memory), and the interface between affective and cognitive processing in early to late childhood. Current research projects in these areas include a study on young children’s rule use in social and nonsocial domains, the development of children’s fear-related beliefs, and the effects of complex emotion processing on children’s executive functioning.

Miller, S. E., Marcovitch, S., Boseovski, J. J., & Lewkowicz, D. J. (in press). Young children's ability to use ordinal labels in a spatial memory search task. Merrill-Palmer Quarterly.

Boseovski, J. J.
, & Thurman, S. L. (2014). Evaluating and approaching a strange animal: Children’s trust in informant testimony. Child Development, 85(2), 824-834.

Boseovski, J. J.
,
Lassiter, C. L. , & Bosacki, S.(2013). Children’s trait and emotion attributions in socially ambiguous and unambiguous situations. Journal of Genetic Psychology, (174) 4, 366-386.

Boseovski, J. J., Chiu, K., & Marcovitch, S. (2013). Integration of behavioral frequency and intention information in young children’s trait attributions. Social Development, 22 (1), 38-57.

Boseovski, J. J., & Marcovitch, S. (2012). The hierarchical competing systems model provides a process account of social decision making. Human Development, 7-10.

Boseovski, J. J.
(2012). Trust in testimony about strangers: Young children prefer reliable informants who make positive attributions. Journal of Experimental Child Psychology, 111(3), 543-551. 

Boseovski, J. J., & Marcovitch, S. (2011). 'Friend, Boss, and Entertainer? The Embattled Self as a Guiding Theme in the British and American Productions of The Office’. To appear in C. LaVigne and H. Marcovitch (Eds.), Transformations and mistranslations: American remakes of international television (pp. 134-155). Lanham, MD: Rowman & Littlefield Publishers, Inc.

Boseovski, J. J. (2010). Evidence of "rose-colored glasses": An examination of the positivity bias in young children's personality judgments. Child Development Perspectives, 4, 212-218.

Marcovitch, S., Boseovski, J. J., Knapp, R. J., & Kane, M. J. (2010). Goal neglect and working memory in preschoolers. Child Development, 81, 1687-1695.

Boseovski, J. J., Shallwani, S., & Lee, K. (2009). ‘It’s all good’: Children’s personality attributions after repeated success and failure in peer and computer interactions. British Journal of Developmental Psychology, 27, 783-797.

Boseovski, J. J., & Lee, K. (2008). Seeing the world through rose-colored glasses? Neglect of consensus information in young children’s personality judgments. Social Development, 2, 399-416.

Marcovitch, S., Jacques, S., Boseovski, J. J., & Zelazo, P. D. (2008). Self-reflection and the cognitive control of behavior: Implications for learning. Mind, Brain, and Education, 2, 136-141.

Marcovitch, S., Boseovski, J. J., & Knapp, R. (2007). Use it or lose it: Examining preschoolers’ difficulty in maintaining and executing a goal. Developmental Science, 10, 559-564.

Boseovski, J. J., & Lee, K. (2006). Preschoolers’ use of frequency information for trait categorization and behavioral prediction. Developmental Psychology, 42,500-513.

Together with Dr. Stuart Marcovitch, I am co-director of the DUCK Lab (Development and Understanding of Children's Knowledge). We study several aspects of social and cognitive development in early to late childhood and we offer students the opportunity to pursue a wide variety of research topics and techniques in the field of developmental science.

Currently, I am advising two graduate students and several undergraduate research assistants. I am looking for additional graduate and undergraduate students to join my research team. Please see the DUCK Lab website for additional information about working with me in either of these capacities.

Fall, 2014: 

PSY 250 -  Developmental Psychology

© Janet Boseovski; Site design by Posh Peacock.