Mary Fuhs

Contact Information

  • Email: Mary Fuhs
  • Phone: 937-229-2775
  • Location: SJ 319

Mary Fuhs

Assistant Professor

  • Full-Time Faculty


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 executive functioning skills and (2) understanding associations between executive functioning skills and young children’s 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

Selected Publications

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

McNeil, N. M., Fuhs, M. W., Keultjes, M. C., & Gibson, M. H. (2011). "Influences of problem format and SES on preschoolers’ understanding of approximate addition." Cognitive Development, 26, 57-71. doi:10.1016/j.cogdev.2010.08.010