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 cognitive and developmental sciences related to cognitive development, learning, thinking, and the brain and mind.
Loren Marulis teaches Introduction to Human Development (HMD 111), Children in Learning Environments (HMD 204), Individual Differences in Development (HMD 225), and Educational Psychology and Human Development (EDU / HMD 340).
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 Lab School 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.
Kim, M.H., Marulis, L. M., Grammer, J. K., Morrison, F. J., & Gehring, W. J. (2017). Young children's motivational beliefs and achievement-related emotions are associated with electrophysiological measures of error monitoring processes. Experimental Child Psychology, 155, 32-47. DOI: 10.1016/j.jecp.2016.10.010
Kim, M.H., Grammer, J. K., Marulis, L. M., Carrasco, M., Frederick Morrison, F. J., & Gehring, W. J. (2016). Early math and reading achievement are associated with the error positivity. Developmental Cognitive Neuroscience. DOI: 10.1016/j.dcn.2016.09.002
Marulis, L. M., Palincsar, A. S., Berhenke, A. L., & Whitebread, D. (2016). Assessing Metacognitive Knowledge in Preschoolers: The Development of a Metacognitive Knowledge Interview (McKI). Metacognition and Learning, 11, 1-30. DOI 10.1007/s11409-016-9157-7
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.
Marulis, L. M., & Palincsar, A. S. (2015). Self-regulated learning. In W. G. Scarlett (Ed). Classroom Management: An A-to-Z Guide (pp. 720-723). Thousand Oaks, CA: Sage Publications.
Marulis, L.M., Baker, S. T., & Whitebread, D. (revise and resubmit). The intersection of metacognition and executive functioning in young children. Educational Psychologist.
Whitebread, D., Pasternak Pino, D. & Marulis, L.M. (submitted). Impact of a dialogic and problem-solving based intervention on young children’s metacognition.
- American Psychological Association (APA) Division 15 (Educational Psychology) Early Career Grant, October 2016
- Connecticut College Judith Tindal Opatrny ’72 Junior Faculty Fellowship, June 2016 (Summer 2016 & 2017)
- Holleran Center Margaret Sheridan Community Learning Grant, July 2015
- University of Michigan School of Education Dimond Outstanding Dissertation Award, June 2015
- American Psychological Association (APA) Division 7 (Developmental Psychology) Early Career Grant, May 2015
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.
Marulis 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.
270 Mohegan Ave.
New London, CT 06320
121 Bolles House