Martha Bennett '73 Assistant Professor of Human Development
Joined Connecticut College: 2014
M.A., Northwestern University
M.S., Ph.D., University of Michigan, Ann Arbor
Loren Marulis teaches Introduction to Human Development, Children in Learning Environments and in the future, and Individual Differences in Development. The central goal of her research is to study the cognitive and developmental sciences related to cognitive development, learning, thinking, and the brain and mind.
Her strongest passion lies with bridging the gap between psychological and educational research related to the malleability of cognitive development. Essentially, she wants to understand what transdisciplinary research (across disciplines such as psychology, human development, and education) can reveal about the most important factors, experiences, and interactions for optimal development and learning for diverse children.
Specifically, in her research she focuses on examining the development of self-regulation and metacognition in young children and how these skills affect their development, cognition, learning and academic achievement. She studies how, and under what conditions, metacognitive and self-regulatory interventions or instruction facilitate children’s learning using a multitrait, multimethod assessment approach (e.g., observation, interview, facial coding, self-report, think-aloud, neurological, meta-analysis, experimental manipulation). She also studies the implications of her research for educational practice and policy. Her long-term goals include conducting longitudinal studies with the Connecticut College Children's Program to examine the lasting effectiveness and facilitative mechanisms of a metacognitive instruction program that she developed, which has previously been shown to be successful in the short term. Her ultimate goal is to examine what types of learning experiences and training provide the most improvement in development and learning and integrating this into educational curriculum.
Matthews, J. S., Marulis, L. M., & Williford, A. P. (2014). Gender processes in school functioning and the mediating role of cognitive self-regulation. Journal of Applied Developmental Psychology, 35, 128-137.
Davis, E. A., Palincsar, A. S., Arias, A. M., Bismack, A. S., Marulis, L.M., Iwashyna, S. K. (2014). Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process. Harvard Educational Review, 84, 24-52.
Marulis, L. M., & Neuman, S. B. (2013). How vocabulary interventions affect young at-risk children's word learning: A Meta-analytic review. Journal of Research on Educational Effectiveness, 6, 224 – 263.
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children's word learning: A meta-analysis. Review of Educational Research, 80, 300-335.
Marulis, L. M. (2000). Anti-bias teaching to address cultural diversity. Multicultural Education, 7 (3), 27-31.
The following invited book chapter is in press and will be published in Fall 2014:
Marulis, L. M., & Palincsar, A. S. (2014). Self-regulated learning. In W. G. Scarlett (Ed). Classroom Management: An A-to-Z Guide (pp. x-x). Thousand Oaks, CA: Sage Publications.
Outside of Connecticut College, she is a journal reviewer for journals in her field including Early Childhood Research Quarterly, Trends in Neuroscience and Education, Journal of Cognitive Education and Psychology, Review of Educational Research, Learning and Instruction, Cognition and Instruction, and the International Journal of Language and Communication Disorders.
She belongs to and regularly participates in and presents at national and international conferences across the field of human development including the Society for Research in Child Development, European Association for Research on Learning and Instruction, Cognitive Neuroscience Society, American Psychological Association, Society for Research on Educational Effectiveness, and the Cognitive Development Society.
She has received training grants/fellowships from the National Academy of Education/Spencer Foundation, the Institute of Education Sciences, and the American Psychological Association.
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