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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. Dr. Marcovitch currently holds an RO3 Award from NICHD. The DUCK Lab (Development and Understanding of Children's Knowledge) is co-directed by Dr. Marcovitch and Dr. Janet Boseovski


Blankson, A. N., O'Brien, M., Leerkes, E. M, Marcovitch, S., Calkins, S. D., & Weaver, J.M (in press). Dynamic relations between emotion and cognition over the preschool years. Child Development.

Boseovski, J. J., Chiu, K., & Marcovitch, S. (in press). Integration of behavioral frequency and intention information in young children’s personality judgments. Social Development.

Leerkes, E. M., Blankson, A. N., O’Brien, M., Calkins, S. D., & Marcovitch, S. (in press). The relation of maternal emotional and cognitive support to pre-academic skills in preschoolers. Infant and Child Development.

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

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

Miller, S. E., & Marcovitch, S. (in press). The role of representation in the relationship between theory of mind and executive function. The Review of Philosophy and Psychology.

Nelson, J. A., Freitas, L. B. L., O’Brien, M., Calkins, S. D., Leerkes, E. M., & Marcovitch, S. (in press). Preschool-aged children’s understanding of gratitude: Relations with emotion and mental state knowledge. British Journal of Developmental Psychology.

Nelson, J. A., Leerkes, E. M, Perry, N. E., O’Brien, M., Calkins, S., & Marcovitch, S. (in press). European American and African American mothers’ emotion socialization practices relate differently to their children’s academic and social-emotional competence. Social Development.

Nelson, J. A., O’Brien, M., Calkins, S. D., Leerkes, E. M., Marcovitch, S., & Balnkson, A. N. (in press). Maternal expressive style and children's emotional development. Infant and Child Development.

Perry, N. B., Calkins, S. D., Nelson, J. A., O’Brien, M., Leerkes, E. M., & Marcovitch, S. (in press). Mothers’ responses to children’s negative emotions and child emotion regulation: The moderating role of vagal suppression. Developmental Psychobiology.

Perry, N. E., Nelson, J. A., Swingler, M. M., Calkins, S. D., O'Brien, M., Leerkes, E. M., & Marcovitch, S. (in press). The relation between maternal emotional support and child physiological regulation across the preschool years. Developmental Psychobiology.

Blankson, A. N., O’Brien, M., Leerkes, E. M., Marcovitch, S., & Calkins, S. D. (2012). Differentiating processes of control and understanding in the early development of emotion and cognition. Social Development, 21(1), 1-20.

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.

Cuevas, K., Bell, M. A., Marcovitch, S., & Calkins, S. D. (2012). Electroencephalogram and heart rate measures of working memory at 5 and 10 Months of age. Developmental Psychology, 48(4), 907-917.

Cuevas, K., Swingler, M. M., Bell, M. A., Marcovitch, S., & Calkins, S. D. (2012). Measures of frontal functioning and the emergence of inhibitory control processes at 10 months of age. Developmental Cognitive Neuroscience. 2, 235-243.

Freitas, L. B. L., O’Brien, M., Nelson, J. A., & Marcovitch, S. (2012). A compreensão da gratidão e teoria da mente em crianças de 5 anos (The understanding of gratitude and theory of mind in 5-year-olds). Psicologia: Reflexão e Crítica, 25(2), 330-338.

Nelson, J. A., Leerkes, E. M., O’Brien, M., Calkins, S. D., & Marcovitch S. (2012). African American and European American mothers’ beliefs about negative emotions and emotion socialization practices. Parenting: Science and Practice, 12, 22-41.

Blankson, A. N., O’Brien, M., Leerkes, E. M., Marcovitch, S., & Calkins, S. D. (2011). Shyness and vocabulary: The role of executive functioning and home environmental stimulation. Merrill-Palmer Quarterly, 57(2), 105-128.

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.

O'Brien, M., Miner-Weaver, J., Nelson, J. A., Calkins, S. D., Leerkes, E. M., & Marcovitch, S. (2011). Longitudinal associations between children's understanding of emotions and theory of mind. Cognition and Emotion, 25(6), 1074-1086.

Calkins, S. D., & Marcovitch, S. (2010). Emotion regulation and executive functioning in early development: Mechanisms of control supporting adaptive functioning. In S.D. Calkins & M.A. Bell (Eds.),  Development at the Intersection of Emotion and Cognition (pp. 37-58). Washington, D.C.:  American Psychological Association.

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., Leigh, J., Calkins, S. D., Leerkes, E. M., O’Brien, M., & Blankson, A. N. (2010). Moderate vagal withdrawal in 3.5-year-old children is associated with optimal performance on executive function tasks. Developmental Psychobiology, 52, 603-608.

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.