Marilyn Welsh


Degree:  Ph.D., 1983, UCLA, Developmental Psychology (minors in Cognitive and
Physiological Psychology)

My area of interest:

My research program in developmental and cognitive neuropsychology is focused on examining the nature of executive function, the cognitive processes mediated by the prefrontal cortex.  I have conducted studies to explore the development of executive processes in typical and atypical populations, the construction and validation of new assessment tools, and the degree to which interventions can facilitate executive functions in children and adults.  Some of this work has been funded by the National Institutes of Health, the National Science Foundation, and the March of Dimes Birth Defects Foundation.

My teaching philosophy:

I strive to teach content-rich classes that combine both lecture and discussion formats.  My goal is to link the topic area, whether it is research methods or child psychology, to current issues in society, as well as to provide students with the practical, critical thinking skills to make informed decisions about their own lives.  The courses I teach typically are:  Introduction to Research Methods, Advanced Research Methods, Human Growth and Development, Child and Adolescent Psychology, Developmental Disabilities and Psychopathology, as well as graduate-level courses on development.

My latest professional activity:

  • Schmitt-Wilson, S., & Welsh, M.C. (in press). Executive Function, Identity, and Career Decision Making in College Students, Sage Open.
  • Peterson, E. & Welsh, M.C.. (in press, 2013). The Development of Hot and Cold Executive Functions: Are We Getting Warmer? To appear in S. Goldstein & J. Naglieri (Eds.), Executive Functioning Handbook, Springer Books.
  • Schmitt-Wilson, S., & Welsh, M.C. (2012). Vocational knowledge in rural children: A study of individual differences and predictors of occupational aspirations and expectations. Learning and Individual Differences, 22(6), 862-867.
  • Salnaitis, C. L., Baker, C. A., Holland, J., Welsh, M. C. (2011). Differentiating Tower of Hanoi performance: Interactive effects of psychopathic tendencies, impulsive response styles, and modality. Applied Neuropsychology, 18, 37-46.
  • Ketelson, K., & Welsh, M.C. (2010). Working Memory and Mental Arithmetic: A Case for Dual Central Executive Resources. Brain and Cognition, 74(3), 203-209.
  • De Roche, K, & Welsh, M.C. (2008).  Twenty-Five Years of Research on Neurocognitive Outcomes in Early-treated Phenylketonuria: Intelligence and Executive Function. Developmental Neuropsychology, 33, 474-504.
  • Welsh, M.C., De Roche,K. & Gilliam, D. (2008). Neurocognitive Models of Early-treated Phenylketonuria: Insights from Meta-Analysis and New Molecular Genetic Findings.  To appear in C. Nelson & M. Luciana (Eds.), Handbook of Developmental Cognitive Neuroscience.  Boston:  MIT Press.
  • Gorman Barry, P., & Welsh, M.C.  (2007). The BrainWise Curriculum:  Neurocognitive Development Intervention Program.  In D. Romer & E. Walker (Eds.), Adolescent Psychopathology and the Developing Brain:  Integrating brain and prevention science.  New York:  Oxford University Press.
  • Mutter, B., Alcorn, M., & Welsh, M.C.  (2006).  Theory of mind and executive function:  Working memory capacity and inhibitory control as predictors of false-belief task.  Perceptual and Motor Skills, 102, 819-835.
  • Zook, N., Welsh, M.C., Ewing, V.  (2006). Performance of healthy, older adults on the Tower of London-Revised:  Associations with verbal and nonverbal abilities.  Aging, Neuropsychology, and Cognition 13,1-19.
  • Welsh, M.C., Friedman, S.L., & Spieker, S.J. (2005).  Executive Functions in Developing Children:  Current Conceptualizations and Questions for the Future. In D.Phillips & K.McCartny (Eds.), Handbook of Early Childhood Development.  London:  Blackwell.
  • Welsh,M.C.& Huizinga, M.C. (2005).  Tower of Hanoi disk-transfer task:  influences of strategy knowledge and learning on performance.  Learning and Individual Differences., 15, 283-298.
  • Emick, J. & Welsh, M.C.  (2005).  Association between formal operational thought and executive functions.  Learning and Individual Differences, 15, 177-188.