- Location: SJ 319
- Phone: 937-229-2775
- Email: Contact
Dr. Mary Fuhs is an assistant professor in the department of psychology. She received her B.A. in Psychology and Music from Saint Mary-of-the-Woods College in 2006 and her Ph.D. in Developmental Psychology from the University of Notre Dame in 2011. Before joining the psychology department at the University of Dayton, she was an Institute of Education Sciences Postdoctoral Fellow at the Peabody Research Institute at Vanderbilt University. She teaches courses in child development and related topics.
Dr. Fuhs studies cognitive development and early intervention efforts with a focus on children from disadvantaged backgrounds. Her specific research interests include (1) identifying factors that promote the development of executive functioning skills and (2) understanding associations between executive functioning skills and young children’s acquisition of academic concepts, specifically in the domain of mathematics.
- PSY-351: Child Psychology
- SSC-200: Poverty and Child Development
Fuhs, M. W., Farran, D. C., & Nesbitt, K. T. (2013). "Preschool classroom processes as predictors of children’s cognitive self-regulation skills development." School Psychology Quarterly, 28, 347 – 359. doi: 10.1037/spq0000031
Fuhs, M. W., & McNeil, N. M. (2013). "ANS acuity and early mathematics ability in preschoolers from low-income homes: Contributions of inhibitory control." Developmental Science, 16, 136-148. doi: 10.1111/desc.12013
Fuhs, M. W., & Day, J. D. (2011). "Verbal ability and executive functioning development in preschoolers at Head Start." Developmental Psychology, 47, 404-416. doi: 10.1037/a0021065
Fuhs, M. W., Wyant, A. B., & Day, J. D. (2011). "Unique contributions of impulsivity and inhibition to pre-reading skills in preschoolers at Head Start." Journal of Research in Childhood Education, 25, 145-159. doi:10.1080/02568543.2011.555497
McNeil, N. M., Fuhs, M. W., Keultjes, M. C., & Gibson, M. H. (2011). "Influences of problem format and SES on preschoolers’ understanding of approximate addition." Cognitive Development, 26, 57-71. doi:10.1016/j.cogdev.2010.08.010