Developmental Psychology, Social Cognition, EEG, Cognitive Neuroscience
Peter J. Marshall is Professor of Psychology and Chair of the Department of Psychology at Temple. His research in the area of developmental social-cognitive neuroscience has been funded by the National Science Foundation and the National Institutes of Health. Dr. Marshall has published more than 65 papers in peer-reviewed journals and has contributed to a number of edited volumes, including the most recent (7th) edition of the Handbook of Child Psychology and Developmental Science. He is currently an Associate Editor at Developmental Science and the International Journal of Behavioral Development and was Guest Editor for a recent special issue of Early Education and Development. Dr. Marshall was previously a member of the Psychosocial Development, Risk, and Prevention Study Section at NIH. He is a Fellow of the Association for Psychological Science and is a member of the Board of Directors of the Council of Graduate Departments of Psychology (COGDOP). He is a past recipient of the Lindback Award for Distinguished Teaching at Temple.
In their most recent published studies, Dr. Marshall and his research team have focused on aspects of the connections between self and other across infancy, childhood, and into the young adult years. Topics of particular interest include the role of representations of the body in mediating self-other correspondences, and the potential of electroencephalographic (EEG) methods for advancing work in this area. Dr. Marshall has also authored a series of interrelated theoretical papers and chapters describing possibilities for moving towards a more integrative developmental science of brain, body, and mind.
Dr. Marshall received his B.A. and Ph.D. degrees from the University of Cambridge. He carried out postdoctoral research at the University of Maryland before joining the Temple faculty in 2004.
Weiss, S. M., Meltzoff, A. N., & Marshall, P. J. (2018). Neural measures of anticipatory bodily attention in children: Relations with executive function. Developmental Cognitive Neuroscience, 34, 148-158.
Smyk, N. J., Weiss, S. M., & Marshall, P. J. (2018). Sensorimotor oscillations during a reciprocal touch paradigm with a human or robot partner. Frontiers in Psychology, 9, 2280. https://doi.org/10.3389/fpsyg.2018.02280
Shen, G., Weiss, S. M., Meltzoff, A. N., & Marshall, P. J. (2018). The somatosensory mismatch negativity as a window into body representations in infancy. International Journal of Psychophysiology, 134, 144-150.
Shen, G., Smyk, N. J., Meltzoff, A. N., & Marshall, P. J. (2018). Neuropsychology of human body parts: Exploring categorical boundaries of tactile perception using somatosensory mismatch responses. Journal of Cognitive Neuroscience, 30, 1858-1869.
Bunlon, F. Gazeau, J-P., Colloud, F., Marshall, P. J., & Bouquet, C. A. (2018). Joint action with a virtual robotic vs. human agent. Cognitive Systems Research, 52, 816-827.
Meltzoff, A. N., Saby, J. N., & Marshall, P. J. (2018). Neural representations of the body in 60-day-old human infants. Developmental Science. doi 10.1111/desc.12698 [Epub ahead of print].
Witherington, D. C., Overton, W. F., Lickliter, R., Marshall, P. J., & Narvaez, D. (2018). Metatheory and the primacy of conceptual analysis in developmental science. Human Development, 61, 181-198. doi 10.1159/000490160.
Meltzoff, A. N., & Marshall, P. J. (2018). Human infant imitation as a social survival circuit. Current Opinion in Behavioral Sciences, 24, 130-136.
Meltzoff, A. N., Ramirez, R. R., Saby, J. N., Larson, E., Taulu, S., & Marshall, P. J. (2018). Infant brain responses to felt and observed touch of hands and feet: An MEG study. Developmental Science, 21(5), e12651
Shen, G., Meltzoff, A. N., & Marshall, P. J. (2018). Touching lips and hearing fingers: Effector-specific congruency between tactile and auditory stimulation modulates N1 amplitude and alpha desynchronization. Experimental Brain Research, 236, 13-29.
Shen, G., Smyk, N. J., Meltzoff, A. N., & Marshall, P. J. (2018). Using somatosensory mismatch responses as a window into somatotopic processing of tactile stimulation. Psychophysiology, 55, e13030.
Marshall, P. J. (2018). Embodiment. In A. S. Dick & U. Müller (Eds.), Advancing developmental science: Philosophy, theory, and method (p. 29-40). New York: Routledge.
Shen, G., Saby, J. N., Drew, A. R., & Marshall, P. J. (2017). Exploring potential social influences on brain potentials during anticipation of tactile stimulation. Brain Research, 1659, 8-18.
Marshall, P. J. (2016). Embodiment and human development. Child Development Perspectives, 10, 245-250.
Saby, J. N., Meltzoff, A. N, & Marshall, P. J. (2016). Beyond the N1: A review of late somatosensory evoked responses in human infants. International Journal of Psychophysiology, 110, 146-152.
Marshall, P. J., & Brenneman, K. (2016). Young children’s developing understanding of the biological world. Early Education and Development, 27, 1103-1108.
Marshall, P. J., & Meltzoff, A. N. (2015). Body maps in the infant brain. Trends in Cognitive Sciences, 19, 499-505.
Marshall, P. J. (2015). Neuroscience, embodiment, and development. In W. F. Overton & P. C. Molenaar (Eds.), Theory and method. Volume 1 of the Handbook of child psychology and developmental science (7th ed., p. 244-283). Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.
Saby, J. N., Meltzoff, A. N., & Marshall, P. J. (2015). Neural body maps in human infants: Somatotopic responses to tactile stimulation in 7-month-olds. NeuroImage, 118, 74-78.
Drew, A. R., Quandt, L. C., & Marshall, P. J. (2015). Visual influences on sensorimotor EEG responses during observation of hand actions. Brain Research, 1597, 119-128.
Saby, J. N., Bouquet, C. A., & Marshall, P. J. (2014). Young children co-represent a partner’s task: Evidence for a joint Simon effect in five-year-olds. Cognitive Development, 32, 38-45.
Marshall, P. J. (2014). Beyond different levels: Embodiment and the developmental system. Frontiers in Psychology, 5, 929.
Marshall, P. J., & Drew, A. R. (2014). What makes Simon Says so difficult for young children? Journal of Experimental Child Psychology, 126, 112-119.
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. (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.