Caitlin Mahy

Associate Professor, Ph.D. (Oregon)

Caitlin Mahy, Psychology, Brock University

Office: MC B324
905 688 5550 x6151
caitlin.mahy@brocku.ca

Developmental Psychology

  • development of prospective memory
  • children’s episodic future thinking
  • executive functioning
  • theory of mind
  • lifespan development

I study cognitive development across the lifespan with a focus on the development of future-oriented cognition and the influence that executive functioning and social understanding have on these abilities. I use experimental methods to study the development of prospective memory, defined as the ability to remember to carry out an action in the future, as well as the factors that influence prospective memory performance in early childhood and in aging.

I am especially interested in the role of executive functioning in their prospective memory performance. Additionally, I study how children project themselves into future scenarios and the factors that contribute to the difficulty that young children have with thinking about their future self.

Mahy, C. E. V., Mazachowsky, T. R., & Pagobo, J. R. (2018). Do verbal reminders improve preschoolers’ prospective memory performance? It depends on age and individual differences. Cognitive Development, 47, 158-167.

Mahy, C. E. V., Mohun, H., Müller, U., & Moses, L. J. (2016). The role of subvocal rehearsal in preschool children’s prospective memory. Cognitive Development, 39, 189-196.

Mahy, C. E. V. (2016). Young children have difficulty predicting future preferences in the presence of a conflicting physiological state. Infant and Child Development, 25, 325-338.

Mahy, C. E. V., & Munakata, Y. (2015). Transitions in executive function: Insights from developmental parallels between prospective memory and cognitive flexibility. Child Development Perspectives, 9, 128-132.

Mahy, C. E. V., & Moses, L. J. (2015). The effect of retention interval task difficulty on children’s prospective memory: Testing the intention monitoring hypothesis. Journal of Cognition and Development, 16, 742-758.

Mahy, C. E. V., Moses, L. J., & Kliegel, M. (2014). The development of prospective memory in children: An executive framework. Developmental Review, 34, 305-326.

Tahiroglu, D., Moses, L. J., Carlson, S. M., Mahy, C. E. V., Olofson, E. L., & Sabbagh, M. A. (2014). The children’s social understanding scale: Construction and validation of a parent-report measure for assessing individual differences in children’s theories of mind. Developmental Psychology, 50, 2485-2497.

Mahy, C. E. V., Moses, L. J., & Kliegel, M. (2014). The impact of age, ongoing task difficulty, and cue salience on preschoolers’ prospective memory performance: The role of executive function. Journal of Experimental Child Psychology, 127, 52-64.

Mahy, C. E. V., Moses, L. J., & Pfeifer, J. H. (2014). How and where: Theory-of-mind in the brain. Developmental Cognitive Neuroscience, 9, 68-81.

Mahy, C. E. V., Grass, J., Wagner, S., & Kliegel, M. (2014). These pretzels are going to make me thirsty tomorrow: Differential development of hot and cool episodic foresight in early childhood? British Journal of Developmental Psychology, 32, 65-77.

Mahy, C. E. V., & Moses, L. J. (2011). Executive functioning and prospective memory in young children.Cognitive Development, 26, 269-281.