Publications

Note: Electronic copies of these journal articles are provided as a professional courtesy for personal use only. These articles are copyrighted by the journals in which they appear. Commercial use or mass reproduction of these articles is prohibited.

Doebel, S., & Frank, M. C. (In press). Broadening convenience samples to advance theoretical progress and avoid bias in developmental science. Journal of Cognition and Development. PDF

Doebel, S., & Müller, U. (2023). The future of research on executive function and its development: An introduction to the special issue. Journal of Cognition and Development, 24(2), 161-171. PDF

Doebel, S., & Lillard, A. S. (2023). How does play foster development? A new executive function perspective. Developmental Review, 67, 1-9. PDF

Doebel, S., & Munakata, Y. (2022). Unraveling the nature of children’s self-directed speech: The role of social processes in five-and six-year-olds’ overt and partially covert speech on three tasks. Collabra, 8(1), 1-11. PDF

Doebel, S., Stucke, N. J., & Pang, S. (2022) Kindchenschema and cuteness elicit interest in caring for and playing with young children, but less so in the presence of masks. Scientific Reports, 12, 1-8. PDF

Stucke, N. J., Stoet, G., & Doebel, S. (2022) What are the kids doing? Exploring young children’s activities at home and relations with externally-cued executive function and child temperament. Developmental Science. PDF, Link to video abstract

Yannier, N., Hudson, S.E., Koedinger, K.R., Hirsh-Pasek, K., Golinkoff, R.M., Munakata, Y., Doebel, S., Schwartz, D.L., Deslauriers, L., McCarty, L., Callaghan, K., Theobald, E. J., Freeman, S., Cooper, K. M., & Brownell, S. E. (2021). Active learning: “Hands-on” meets “minds-on”. Science, 374(6563), 26-30. PDF

Doebel, S. (2020). Rethinking executive function development. Perspectives on Psychological Science, 15, 942–956. PDF

Doebel, S., Michaelson, L. E., & Munakata, Y. (2020). Good things come to those who wait: Delaying gratification likely does matter for later achievement. Commentary on Watts, Duncan, & Quan: ‘Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes’. Psychological Science. PDF (See also this summary.)

Doebel, S. & Munakata, Y. (2018). Group influences on self-control: Children delay gratification and value it more when their in-group delays and their out-group doesn’t. Psychological Science. PDF

Doebel, S., Michaelson, L. E., & Munakata, Y. (2018). Beyond personal control: The role of developing self-control abilities in the behavioral constellation of deprivation. Invited commentary to appear in Brain and Behavioral Sciences. PDF

Doebel, S., Dickerson, J. P., Hoover, J. D., & Munakata, Y. (2017). Using language to get ready: Labels help children engage proactive control. Journal of Experimental Child Psychology. PDF

Doebel, S. & Munakata, Y. (2017). Talking to ourselves to engage control? Testing developmental relations between self-directed speech, cognitive control, and talkativeness. Proceedings of the Cognitive Science Society. PDF

Doebel, S., Barker, J., Chevalier, N., Michaelson, L., Fisher, A. V. & Munakata, Y. (2017). Getting ready to use control: Advances in the measurement of young children’s use of proactive control. PLOS ONE. Open Access Publication

Doebel, S. & Zelazo, P. D. (2016). Seeing conflict and engaging control: Experience with contrastive language benefits executive function in preschoolers. Cognition. 157, 219-226. PDF

Doebel, S., Rowell, S. F., & Koenig, M. A. (in press). Young children detect and avoid logically inconsistent sources: The importance of communicative context and executive function. Child Development, 87, 1956-1970. PDF

Doebel, S. & Zelazo, P. D. (2015). A meta-analysis of the Dimensional Change Card Sort: Implications for developmental theories and the measurement of executive function in children. Developmental Review, 38, 241-268. PDF

Doebel, S. & Zelazo, P. D. (2013). Bottom-up and top-down dynamics in young children’s executive function: labels aid 3-year-olds’ performance on the Dimensional Change Card Sort. Cognitive Development, 28, 222-232. PDF

Doebel, S. & Koenig, M. A. (2013). Children’s use of moral behavior in selective trust: Discrimination versus learning. Developmental Psychology, 49, 462-469. PDF