Peter Marshall

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Temple University

peter.marshall [at] temple [dot] edu

https://sites.temple.edu/peterjmarshall/

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SILC Alumni Member (former SILC Faculty Member, Temple University) and member of our Spatial Network.

Biographical Sketch:

Peter J. Marshall

Professional Preparation

B.A.                             University of Cambridge                                                         1990-1993                  

Ph.D                            University of Cambridge                                                         1993-1997                  

Post-doc                      University of Maryland                                                           1997-1999                  

Appointments

Associate Professor, Temple University                             2010-

Assistant Professor, Temple University                              2004-2010

Research Assistant Professor, University of Maryland         1999-2004      

 

Five Publications Related to the Proposed Project

Marshall, P. J., & Comalli, C. E. (in press). Young children's conceptualizations of brain function: Implications for teaching neuroscience in early elementary settings. Early Education and Development.

Saby, J. N., Marshall, P. J., Smythe, R., Bouquet, C. A., & Comalli, C. E. (in press). An investigation of the determinants of motor contagion in preschool children. Acta Psychologica.

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.

 Five Other Significant Publications

Marshall, P. J. (2009). Relating psychology and neuroscience: Taking up the challenges. Perspectives in Psychological Science, 4, 113-125.

Marshall, P. J. (2010). The development of emotion. Wiley Interdisciplinary Reviews: Cognitive Science, 1, 417-425.

Marshall, P. J., & Kenney, J. W. (2009). Biological perspectives on the effects of early psychosocial experience. Developmental Review, 29, 96-119.

Marshall, P. J., Reeb, B. C., & Fox, N. A. (2009). Electrophysiological responses to auditory novelty in temperamentally different 9-month-old infants. Developmental Science, 12, 568-582.

Marshall, P. J., Reeb, B. C., & Fox, N. A. (2008). Effects of early intervention on EEG power and coherence in previously institutionalized children in Romania. Development and Psychopathology, 20, 861-880.

 

 Synergistic Activities

  1. Currently director of the Developmental Psychology program (with responsibility for coordinating undergraduate courses and doctoral training) in the Department of Psychology at Temple University.
  2. Acknowledged as an innovative teacher of developmental psychology and developmental neuroscience (e.g., consistently above 85th percentile within Temple University in student evaluations of teaching quality in these courses). Has given multiple presentations on the novel use of online pedagogical tools (e.g., blogs and wikis) within the Blackboard Learning System. Recently developed a new course on “Development, Plasticity, and Repair” which is a core course in Temple’s recently initiated degree program in Neuroscience.
  3. Extensive journal review experience: Has provided reviews for 34 different journals and has been a member of the Editorial Board of Infancy since 2003 and of Development and Psychopathology since 2010. Is currently a panel member of a Study Section at the National Institutes of Health and has also served as a temporary review panel member for the Institute of Education Sciences.
  4. 4)Since arriving at Temple University in 2004, has supervised more than 30 undergraduate students (10 minority) in research laboratory experience for course credit, including multiple honors theses. Has also been a member of 32 graduate examination committees across various departments within his institution.
  5. Has provided consultation services for multiple academic research groups for the setup and maintenance of psychophysiological laboratories. Sites have included the University of Southern California, George Washington University, the Oregon Social Learning Center, and Boston University.

Collaborators

Cédric A. Bouquet, University of Poitiers, France

Nathan A. Fox, University of Maryland

Brian P. Marx, Boston VA

Andrew N. Meltzoff, University of Washington

Charles A. Nelson, Harvard University

Thomas F. Shipley, Temple University

Charles H. Zeanah, Tulane University

Graduate and Postdoctoral Advisors

Graduate advisor:                   Joan Stevenson-Hinde, University of Cambridge

Postdoctoral advisor:             Nathan A. Fox, University of Maryland

Thesis advisor for: Frank Castro

Current graduate students: Lorna Quandt, Joni Saby