Mary Fuhs

Assistant Professor

Full-Time Faculty


Email: Mary Fuhs
Phone: 937-229-2775

SJ 319


Dr. Fuhs is an assistant professor in the Department of Psychology. She received her B.A. in Psychology and Music (piano) from Saint Mary-of-the-Woods College and her Ph.D. in Developmental Psychology from the University of Notre Dame. Prior to her current position, she was an Institute of Education Sciences Postdoctoral Fellow in Field-Based Research Methodology at the Peabody Research Institute at Vanderbilt University. Dr. Fuhs studies cognitive development in young children with a focus on children from disadvantaged backgrounds. Her specific research interests include (1) identifying factors that promote the development of children's executive functioning skills, including child and family characteristics as well as characteristics of early childhood l earning environments, and (2) understanding associations between children's executive functioning skills and their acquisition of academic concepts, specifically in the domain of mathematics.

Courses Taught

  • PSY-351: Child Psychology
  • SSC-200: Children and Poverty
  • PSY-573: Developmental Psychology
  • PSY-452: Cognitive Development


  • Ph.D., Developmental Psychology, University of Notre Dame
  • B.A., Psychology and Music (piano), Saint Mary-of-the-Woods College

Selected Publications

Fuhs, M. W., Nesbitt, K. T., & O'Rear, C. D. (in press). "Approximate number system task performance: Associations with domain-general and domain-specific cognitive skills in young children." Journal of Numerical Cognition.

Fuhs, M. W., Nesbitt, K. T., & Jackson, H. (2018). "Chronic absenteeism and preschool children's executive functioning skills development." Journal of Education for Students Placed at Risk. Advance online publication. doi: 10.1080/10824669.2018.143201.

Fuhs, M. W., Hornburg, C. B., McNeil, N. M. (2016). "Specific early number skills mediate the association between executive functioning skills and mathematics achievement." Developmental Psychology, 52, 1217 - 1235. doi: 10.1037/dev0000145.

Fuhs, M. W., McNeil, N. M., Kelley, K., O'Rear, C., & Villano, M. (2016). "The role of non-numerical stimulus features in approximate number system training in preschoolers from low-income homes." Journal of Cognition and Development, 17, 737 - 764. doi: 10.1080/15248372.2015.1105228.

Fuhs, M. W., Farran, D. C., & Nesbitt, K. T. (2015). "Prekindergarten children’s executive function skills and achievement gains: Comparing direct assessments and teacher ratings." Journal of Educational Psychology, 107, 207 – 221. doi: 10.1037/a0037366.

Fuhs, M. W., Nesbitt, K. T., Farran, D. C., & Dong, N. (2014). "Longitudinal associations between executive functioning and academic achievement across content areas." Developmental Psychology, 50, 1698-1709. doi: 10.1037/a0036633.

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.