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Major Area: Cognitive Development

Dr. Stuart Marcovitch studies cognitive development, particularly the conscious control of behavior in childhood and across the lifespan.  The DUCK Lab (Development and Understanding of Children's Knowledge) is co-directed by Dr. Marcovitch and Dr. Janet Boseovski

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.


Leigh, J., & Marcovitch, S. (2014). The cognitive cost of event-based prospective memory in children. Journal of Experimental Child Psychology, 127, 24-35.


Miller, S. E., Chatley, N., Marcovitch, S., & Rogers, M. M. (2014). One of these things is not like the other: Distinctiveness and executive function in preschoolers. Journal of Experimental Child Psychology, 118, 143-151.


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


Boseovski, J. J., & Marcovitch, S. (2012, April 12). The Hierarchical Competing Systems Model (HCSM) provides a process account of social decision making [Letter to Editor]. Human Development, 55(1), 7-10.


Marcovitch, S. & Guttentag, R. E. (2012). Is science learning magic? [Review of book The journey from child to scientist: Integrating cognitive development and the education sciences, by S. Carver and J. Shrager (Eds.)]. PsycCRITIQUES, 57(44).


Marcovitch, S. & Zelazo, P. D. (2012). Introduction to special Issue: “The Potential Contribution of Computational Modeling to the Study of Cognitive Development: When, and for What Topics?” Cognitive Development, 27, 323-325.


Miller, S. E., & Marcovitch, S. (2012). How theory of mind and executive function co-develop. The Review of Philosophy and Psychology, 3, 597-625.


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. In C. Lavigne and H. Marcovitch (Eds.), Transformations and Mistranslations: American Remakes of British Television (pp. 143-155). Lanham, MD: Rowman & Littlefield Publishers, Inc.


Miller, S. E., & Marcovitch, S. (2011). Assisting students with executive function demands [Review of the book Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students, by C. Kaufman]. Journal of Applied Developmental Psychology, 32, 243-245. 


Miller, S. E., & Marcovitch, S. (2011). Toddlers benefit from labeling on an executive function search task. Journal of Experimental Child Psychology, 108, 580-592.


Jacques, S., & Marcovitch, S. (2010). Development of executive function across the lifespan. In W. F. Overton (Ed.), Cognition, Biology, and Methods across the Lifespan. Volume 1 of the Handbook of life-span development (pp. 431-466), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.


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


Marcovitch, S. & Lewkowicz, D. J. (2009). Sequence learning in infancy: The independent contributions of conditional probability and pair frequency information. Developmental Science, 12, 1020-1025.


Marcovitch, S., & Zelazo, P. D. (2009). A hierarchical competing systems model of the emergence and early development of executive function. Developmental Science, 12, 1-18. [target article]


Marcovitch, S., & Zelazo, P. D. (2009). The need for reflection in theories of executive function: Reply to commentaries. Developmental Science, 12, 24-25.


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


Marcovitch, S., & Zelazo, P. D. (2006). Non-monotonic influence of number of A trials on 2-years-old’s perseverative search: A test of the hierarchical competing systems model. Journal of Cognition and Development, 7, 477-501.


Lewkowicz, D. J., & Marcovitch, S. (2006). Perception of audiovisual rhythm and its invariance in 4- to 10-month-old infants. Developmental Psychobiology, 48, 288-300.


Marcovitch, S. & Lewkowicz, D. J. (2004). U-shaped functions: Artifact or hallmark of development? Journal of Cognition and Development, 5, 113-118.


Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), Serial No. 274.


Marcovitch, S., Zelazo, P. D., & Schmuckler, M. A. (2002). The effect of number of A trials on performance on the A-not-B task. Infancy, 3, 519-529.


Marcovitch, S., & Zelazo, P. D. (2001). On the need for conscious control and conceptual understanding. Behavioral and Brain Sciences, 24, 48-49. [Commentary on Thelen et al.].


Marcovitch, S., & Zelazo, P. D. (2000). A generative connectionist model of the development of rule use in children. Proceedings of the Twenty-second Annual Conference of the Cognitive Science Society (pp. 334-339). Mahwah, NJ: Lawrence Erlbaum Associates.


Marcovitch, S., & Zelazo, P. D. (1999). The A-not-B error: Results from a logistic meta-analysis. Child Development, 70, 1297-1313.

© Stuart Marcovitch; Site design by Posh Peacock.