Peter J. Marshall
developmental psychology, social cognition, EEG, executive function, cognitive neuroscience
Peter J. Marshall is Associate Professor and Director of the Developmental Area in the Department of Psychology. His research in the area of developmental social-cognitive neuroscience has been funded by the National Science Foundation and the National Institutes of Health, and he was recently elected a Fellow of the Association for Psychological Science. In 2012 he was awarded the Lindback Award for Distinguished Teaching at Temple. He is currently an Associate Editor of the International Journal of Behavioral Development and is a member of the Psychosocial Development, Risk, and Prevention Study Section at NIH. Dr. Marshall has published more than 50 papers in peer-reviewed journals and has contributed to a number of edited volumes, including the upcoming 7th Edition of the Handbook of Child Psychology and Developmental Science.
In their most recent published studies, Dr. Marshall and his students have been investigating the social neuroscience of imitation and self-other correspondence in infants, children, and adults. This line of research relates to wider questions about the linkages between action perception and action production, and how studying these linkages can inform our understanding of social and cognitive functioning and how we come to comprehend and respond to the actions of other people. These questions further connect with aspects of Dr. Marshall’s theoretical work in which he has written about possibilities for integrating the study of brain, body, and mind.
Other publications by Dr. Marshall have spanned various interrelated areas, including attachment, temperament,and the effects of early life adversity. He has also published a number of articles and book chapters on the use of electroencephalographic (EEG) methods with infants and young children.
Dr. Marshall received his B.A. and Ph.D. degrees from the University of Cambridge in the United Kingdom, and he carried out postdoctoral research at the University of Maryland. He joined the faculty at Temple in 2004.
Marshall, P. J., & Drew, A. R. (in press). What makes Simon Says so difficult for young children? Journal of Experimental Child Psychology.
Marshall, P. J. (in press). Neuroscience, embodiment, and development. To appear in W. F. Overton & P. C. Molenaar (Eds.), Theory and method. Volume 1 of the Handbook of child psychology and developmental science (7th ed.). Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.
Marshall, P. J., & Meltzoff, A. N. (2014). Neural mirroring mechanisms and imitation in human infants. Philosophical Transactions of the Royal Society B: Biological Sciences, 369, 20130620.
Quandt, L. C., & Marshall, P. J. (2014). The effect of action experience on sensorimotor EEG rhythms during action observation. Neuropsychologia, 56, 401-408.
Marshall, P. J. (2014). The details are being worked out. [Review of: Touching a nerve: The self as brain by Patricia S. Churchland]. PsycCRITIQUES, 59 (3).
Marshall, P. J. (2013). Coping with complexity: Developmental systems and multilevel analyses in developmental psychopathology. Development and Psychopathology, 25, 1311-1324.
Marshall, P. J., Saby, J. N., & Meltzoff, A. N. (2013). Imitation and the developing social brain: Infants’ somatotopic EEG patterns for acts of self and other. International Journal of Psychological Research, 6, 22-29.
Saby, J. N., Meltzoff, A. N., & Marshall, P. J. (2013). Infants’ somatotopic neural responses to seeing human actions: I’ve got you under my skin. PLOS ONE, 8, e77905.
Marshall, P. J., Saby, J. N., & Meltzoff, P. J. (2013). Infant brain responses to object weight: Exploring goal-directed actions and self-experience. Infancy, 18, 942-960.
Quandt, L. C., Marshall, P. J., Bouquet, C. A., & Shipley, T. F. (2013). Somatosensory experiences with action modulate alpha and beta power during subsequent action observation. Brain Research, 1534, 55-65.
Saby, J. N., Marshall, P. J., & Meltzoff, A. N. (2012). Neural correlates of being imitated: An EEG study in preverbal infants. Social Neuroscience, 6, 650-661.
Quandt, L. C., Marshall., P. J., Shipley, T. F., Beilock, S. L., & Goldin-Meadow, S. (2012). Sensitivity of alpha and beta oscillations to sensorimotor characteristics of action: An EEG study of action production and gesture observation. Neuropsychologia, 50, 2745-2751.
Saby, J. N., & Marshall, P. J. (2012). The utility of EEG band power analysis in the study of infancy and early childhood. Developmental Neuropsychology, 37, 253-273.
Marshall, P. J., & Comalli, C. E. (2012). Young children’s conceptualizations of brain function: Implications for teaching neuroscience in early elementary settings. Early Education and Development, 23, 4-23.
Saby, J. N., Marshall, P. J., Smythe, R., Bouquet, C. A., & Comalli, C. E. (2011). An investigation of the determinants of motor contagion in preschool children. Acta Psychologica, 138, 231-236.
Quandt, L. C., Marshall, P. J., Bouquet, C. A., Young, T., & Shipley, T. F. (2011). Experience with novel actions modulates frontal alpha EEG desynchronization. Neuroscience Letters, 499, 37-41.
Marshall, P. J., & Meltzoff, A. N. (2011). Neural mirroring systems: Exploring the EEG mu rhythm in infancy. Developmental Cognitive Neuroscience, 1, 110-123.
Marshall, P. J., Young, T., & Meltzoff, A. N. (2011). Neural correlates of action observation and execution in 14-month-old infants: An event-related EEG desynchronization study. Developmental Science, 14, 474-480.
Marshall, P. J., Bouquet, C. A., Thomas, A. L., & Shipley, T. F. (2010). Motor contagion in young children: Exploring social influences on perception-action coupling. Neural Networks, 23, 1017-1025.