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Mark A. Sabbagh

Mark A. Sabbagh

D-Index & Metrics

Psychology

D-Index
33
Citations
7239
World Ranking
10385
National Ranking
727

Overview

Mark A. Sabbagh is affiliated with Queen's University in Canada and specializes in the field of psychology. Their research predominantly focuses on developmental and educational psychology, with additional work in experimental and cognitive psychology, cognitive neuroscience, education, and psychiatry and mental health.

The scientist's main areas of study include child and animal learning development, language development and disorders, reading and literacy development, mental health research topics, stress responses and cortisol, anxiety, depression, psychometrics, treatment, cognitive processes, and memory and neural mechanisms.

Mark A. Sabbagh has contributed to several academic papers published in a range of journals. Some of the recent publications include:

  • Valence in the Reading the Mind in the Eyes task, 2020, Psychological Assessment
  • Inhibitory Control and Preschoolers' Use of Irregular Past Tense Verbs, 2020, Journal of Child Language
  • Multidimensional Reasoning Can Promote 3-Year-Old Children's Performance on the Dimensional Change Card Sort Task, 2021, Child Development
  • ERP responses to sexual cues among young women attracted to men, 2022, Psychophysiology
  • How theory of mind leads to positive first impressions, 2024, Journal of Experimental Psychology General

Their frequent co-authors include Kate L. Harkness, Haykaz Mangardich, Chloe C. Hudson, Amanda L. Shamblaw, and Amanda Rose Yuile.

Frequently appearing publication venues for Mark A. Sabbagh's work are:

  • Child Development
  • Psychological Assessment
  • Journal of Child Language
  • Journal of Experimental Psychology General
  • Psychophysiology

Best Publications

  • The Development of Executive Functioning and Theory of Mind A Comparison of Chinese and U.S. Preschoolers

    Mark A. Sabbagh;Fen Xu;Stephanie M. Carlson;Louis J. Moses

  • Learning words from knowledgeable versus ignorant speakers: links between preschoolers' theory of mind and semantic development.

    Mark A. Sabbagh;Dare A. Baldwin

  • Theory of mind development in Chinese children: a meta-analysis of false-belief understanding across cultures and languages.

    David Liu;Henry M. Wellman;Twila Tardif;Mark A. Sabbagh

  • Understanding orbitofrontal contributions to theory-of-mind reasoning: implications for autism.

    Mark A Sabbagh

  • Mental state decoding abilities in clinical depression.

    Lisa Lee;Kate L. Harkness;Mark A. Sabbagh;Jill A. Jacobson

  • Enhanced accuracy of mental state decoding in dysphoric college students

    Kate L. Harkness;Mark A. Sabbagh;Jill A. Jacobson;Neeta K. Chowdrey

  • Neural correlates of theory-of-mind reasoning: an event-related potential study.

    Mark A. Sabbagh;Marjorie Taylor

  • Individual differences in executive functioning predict preschoolers' improvement from theory-of-mind training.

    Jeannette E. Benson;Mark A. Sabbagh;Stephanie M. Carlson;Philip David Zelazo

  • Executive Functioning and Preschoolers' Understanding of False Beliefs, False Photographs, and False Signs

    Mark A. Sabbagh;Louis J. Moses;Sean Shiverick

  • Neural Correlates of Mental State Decoding in Human Adults: An Event-related Potential Study

    Mark A. Sabbagh;Margaret C. Moulson;Kate L. Harkness

  • Communicative intentions and language : Evidence from right-hemisphere damage and autism

    Mark A. Sabbagh

  • Neural Correlates of Children’s Theory of Mind Development

    David Liu;Mark A. Sabbagh;William J. Gehring;Henry M. Wellman

  • Metarepresentation in action : 3-, 4-, and 5-year-olds' developing theories of mind in parent-child conversations

    Mark A. Sabbagh;Maureen A. Callanan

  • Neurodevelopmental Correlates of Theory of Mind in Preschool Children

    Mark A. Sabbagh;Lindsay C. Bowman;Lyndsay E. Evraire;Jennie M. B. Ito

  • How children block learning from ignorant speakers.

    Mark A. Sabbagh;Dana Shafman

  • Developmental differences in the structure of executive function in middle childhood and adolescence.

    Fen Xu;Fen Xu;Yan Han;Mark A. Sabbagh;Tengfei Wang

  • Selective social learning: new perspectives on learning from others.

    Melissa A. Koenig;Mark A. Sabbagh

  • The Children's Social Understanding Scale: Construction and Validation of a Parent-Report Measure for Assessing Individual Differences in Children's Theories of Mind

    Deniz Tahiroglu;Louis J. Moses;Stephanie M. Carlson;Caitlin E. V. Mahy

  • Decoupling beliefs from reality in the brain: an ERP study of theory of mind.

    David Liu;Mark A. Sabbagh;William J. Gehring;Henry M. Wellman

  • Mental state decoding in past major depression: Effect of sad versus happy mood induction

    Kate L. Harkness;Jill A. Jacobson;David Duong;Mark A. Sabbagh

Frequent Co-Authors

Kate L. Harkness
Kate L. Harkness Queen's University
Dare A. Baldwin
Dare A. Baldwin University of Oregon
Stephanie M. Carlson
Stephanie M. Carlson University of Minnesota
Louis J. Moses
Louis J. Moses University of Oregon
Henry M. Wellman
Henry M. Wellman University of Michigan–Ann Arbor
Mary Gauvain
Mary Gauvain University of California, Riverside
Jeremy I. M. Carpendale
Jeremy I. M. Carpendale Simon Fraser University
John S. Strauss
John S. Strauss Centre for Addiction and Mental Health
R. Michael Bagby
R. Michael Bagby University of Toronto
James L. Kennedy
James L. Kennedy Centre for Addiction and Mental Health

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