- development of prospective memory
- children's episodic future thinking
- executive functioning
- theory of mind
- lifespan development
I study cognitive development across the lifespan with a focus on the development of future-oriented cognition and the influence that executive functioning and social understanding have on these abilities. I use experimental methods to study the development of prospective memory, defined as the ability to remember to carry out an action in the future, as well as the factors that influence prospective memory performance in early childhood and in aging. I am especially interested in the role of executive functioning in their prospective memory performance. Additionally, I study how children project themselves into future scenarios and the factors that contribute to the difficulty that young children have with thinking about their future self.
Tahiroglu, D., Moses, L. J., Carlson, S. M., Mahy, C. E. V., Olofson, E. L., & Sabbagh, M. A. (in press). The children’s social understanding scale: Construction and validation of a parent-report measure for assessing individual differences in children’s theories of mind. Developmental Psychology.
Mahy, C. E. V., Moses, L. J., & Kliegel, M. (in press). The development of prospective memory in children: An executive framework. Developmental Review.
Mahy, C. E. V., & Moses, L. J. (in press). The effect of retention interval task difficulty on children’s prospective memory: Testing the intention monitoring hypothesis. Journal of Cognition and Development.
Voigt, B., Mahy, C. E. V., Ellis, J., Schnitzspahn, K., Altgassen, M., & Kliegel, M. (in press). The development of time-based prospective memory in childhood: The role of working memory updating. Developmental Psychology.
Mahy, C. E. V., Kliegel, M., & Marcovitch, S. (2014). Emerging themes in the development of prospective memory during childhood. Journal of Experimental Child Psychology, 127, 1-7.
Mahy, C. E. V., Moses, L. J., & Kliegel, M. (2014). The impact of age, ongoing task difficulty, and cue salience on preschoolers’ prospective memory performance: The role of executive function. Journal of Experimental Child Psychology, 127, 52-64.
Mahy, C. E. V., Moses, L. J., & Pfeifer, J. H. (2014). How and where: Theory-of-mind in the brain. Developmental Cognitive Neuroscience, 9, 68-81.
Mahy, C. E. V., Grass, J., Wagner, S., & Kliegel, M. (2014). These pretzels are going to make me thirsty tomorrow: Differential development of hot and cool episodic foresight in early childhood? British Journal of Developmental Psychology, 32, 65-77.
Mahy, C. E. V., Vetter, N. C., Kühn-Popp, N., Löcher, C., Krautschuk, S., & Kliegel, M. (2014). The influence of inhibitory processes on affective theory of mind in young and old adults. Aging, Neuropsychology, and Cognition, 21, 129-145.
Ihle, A., Hering, A., Mahy, C. E. V., Bisiacchi, P. S., & Kliegel, M. (2013). Adult age differences, response management, and cue focality in event-based prospective memory: A meta-analysis on the role of task order specificity. Psychology and Aging, 28, 714-720.
Kliegel, M., Mahy, C. E. V., Voigt, B., Henry, J. D., Rendell, P. G., & Aberle, I. (2013). The development of prospective memory in young school children: The impact of ongoing task absorption, cue salience, and cue centrality. Journal of Experimental Child Psychology, 116, 792-810.
Vetter, N. C., Altgassen, M., Phillips, L., Mahy, C. E. V., & Kliegel, M. (2013). Development of affective theory of mind across adolescence: Disentangling the role of executive functions. Developmental Neuropsychology, 38, 114-125.
Mahy, C. E. V., & Moses, L. J. (2011). Executive functioning and prospective memory in young children. Cognitive Development, 26, 269-281.