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Publications

Publications

Journal Articles

  • Deater-Deckard, K., Li, M., & Bell, M.A. (early on-line publication, 2015). Multi-faceted emotion regulation, stress, and affect in mothers of young children. Cognition and Emotion. doi:10.1080/026999931,2915,1913087      [pdf]
  • Chen, N., Bell, M.A., & Deater-Deckard, K. (early on-line publication, 2014). Maternal frontal EEG asymmetry and chronic stressors moderate the link between child behavior problems and maternal negativity. Social Development. doi:10.1111/sode.12093      [pdf]
  • Lukowski, A.F., & Bell, M.A. (2015). On sleep and development: Recent advances and future directions. In M. El-Sheikh (Ed.), Sleep and development: Advancing theory and research. Monographs of the Society for Research in Child Development, 80(1), 182-195.      [pdf]
  • Patriquin, M., Lorenzi, J., Scarpa, A., Calkins, S., & Bell, M.A. (2015). Broad implications for respiratory sinus arrhythmia development: Associations with childhood symptoms of psychopathology in a community sample. Developmental Psychobiology, 57, 120-130.      [pdf]
  • Rajan, V., & Bell, M.A. (2015). Developmental changes in fact and source recall: Contributions from executive function and brain electrical activity. Developmental Cognitive Neuroscience, 12, 1-11.      [pdf]
  • Atzaba-Poria, N., Deater-Deckard, K., & Bell, M.A. (2014). It takes more than one for parenting: How do maternal temperament and child's conduct problems relate to maternal parenting behavior? Personality and Individual Differences, 69, 81-86.      [pdf]
  • Chen, N., Deater-Deckard, K., & Bell, M.A. (2014). The role of temperament by family environment interactions in child maladjustment. Journal of Abnormal Child Psychology, 42, 1251-1262.      [pdf]
  • Corbetta, D., Friedman, D.R., & Bell, M.A. (2014). Brain reorganization as a function of walking experience in 12-month-old infants: Implications for the development of manual laterality. Frontiers in Psychology, 5, article 245.      [pdf]
  • Cuevas, K., & Bell, M.A. (2014). Infant attention and early childhood executive function. Child Development, 85, 397-404.      [pdf]
  • Cuevas, K., Deater-Deckard, Kim-Spoon, J., K., Wang, Z., Morasch, K.C., & Bell, M.A. (2014). A longitudinal intergenerational analysis of executive functions during early childhood. British Journal of Developmental Psychology, 32, 50-64.      [pdf]
  • Cuevas, K., Deater-Deckard, K., Kim-Spoon, J., Watson, A.J., Morasch, K.C., & Bell, M.A. (2014). What’s mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood. Developmental Science, 17, 224-238.      [pdf]
  • Gartstein, M.A., Bell, M.A., & Calkins, S.D. (2014). EEG asymmetry at 10 months of age: Are temperament trait predictors different for boys and girls? Developmental Psychobiology, 56, 1327-1340.      [pdf]
  • Lusby, C.M., Goodman, S.H., Bell, M.A., & Newport, D.J. (2014). Electroencephalogram patterns in infants of depressed mothers. Developmental Psychobiology, 56, 459-473.      [pdf]
  • Patriquin, M.A., Lorenzi, J., Scarpa, A., & Bell, M.A. (2014). Developmental trajectories of respiratory sinus arrhythmia: Associations with social responsiveness. Developmental Psychobiology, 56, 317-326.      [pdf]
  • Rajan, V., Cuevas, K., & Bell, M.A. (2014). The contributions of executive function to source memory development in early childhood. Journal of Cognition and Development, 15, 304-324.      [pdf]
  • Swingler, M.M., Perry, N.B., Calkins, S.D., & Bell, M.A. (2014). Maternal sensitivity and infant response to frustration: The moderating role of EEG asymmetry. Infant Behavior & Development, 37, 523-535.      [pdf]
  • Wolfe, C.D., & Bell, M.A. (2014). Brain electrical activity of shy and non-shy preschool-aged children during executive function tasks. Infant and Child Development, 23, 259-272.      [pdf]
  • Wolfe, C.D., Zhang, J., Kim-Spoon, J., & Bell, M.A. (2014). Longitudinal perspectives on the association between information processing and temperamental shyness. International Journal of Behavioral Development, 38, 266-276.      [pdf
  • Kraybill, J.H., & Bell, M.A. (2013). Infancy predictors of preschool and post-kindergarten executive function. Developmental Psychobiology, 55, 530-538.      [pdf]
  • Salley, B., Miller, A., & Bell, M.A. (2013).  Associations between temperament and social responsiveness in young children.  Infant and Child Development, 22, 270-288.      [pdf]
  • Wang, Z., Deater-Deckard, K., & Bell, M.A. (2013).  Household chaos moderates the link between maternal attribution bias and parenting.  Parenting: Science and Practice, 13, 233-252.      [pdf]
  • Watson, A.J., & Bell, M.A. (2013).  Individual differences in inhibitory control skills at three years of age.  Developmental Neuropsychology, 38, 1-21.      [pdf]
  • Bell, M.A. (2012). A psychobiological perspective on working memory performance at 8 months of age.  Child Development, 83, 251-265. [pdf]
  • Bell, M.A., & Cuevas, K. (2012). Using EEG to study cognitive development:  Issues and practices.  Invited manuscript for “Tools of the Trade” series.  Journal of Cognition and Development, 13, 281-294. [pdf]
  • Bell, M.A., & Diaz, A. (2012).  EEG/ERP measures of emotion-cognition integration during development.  In T.A. Dennis, K.A. Buss, & P.D. Hastings (Eds.), Physiological measures of emotion from a developmental perspective: State of the science.  Monographs of the Society for Research in Child Development, 77(2), 8-16. [pdf]
  • Cuevas, K., Bell, M.A., Marcovitch, S., & Calkins, S.D. (2012). Electroencephalogram and heart rate measures of working memory at 5 and 10 months.  Developmental Psychology, 48, 907-917.
  • Cuevas, K., Hubble, M., & Bell, M.A. (2012). Early childhood predictors of post-kindergarten executive function:  Behavior, parent report, and psychophysiology. Early Education and Development, 23, 59-73. [pdf]
  • Cuevas, K., Raj, V., & Bell, M.A. (2012). A frequency band analysis of two-year-olds’ memory processes.  International Journal of Psychophysiology, 83, 315-322. [pdf]
  • Cuevas, K., Raj, V., & Bell, M.A. (2012). Functional connectivity and infant spatial working memory: A frequency band analysis.  Psychophysiology, 49, 271-280. [pdf]
  • Cuevas, K., Swingler, M.M., Bell, M.A., Marcovitch, S., & Calkins, S.D. (2012).  Measures of frontal functioning and the emergence of inhibitory control processes at 10 months of age. Developmental Cognitive Neuroscience, 2, 235-243. [pdf]
  • Deater-Deckard, K., Chen, N., Wang, Z., & Bell, M.A. (2012).  Socioeconomic risk moderates the link between household chaos and maternal executive function.  Journal of Family Psychology, 26, 391-399. [pdf]
  • Deater-Deckard, K., Wang, Z., Chen, N., & Bell, M.A. (2012).  Maternal executive function, harsh parenting, and child conduct problems.  Journal of Child Psychology and Psychiatry, 53, 1084-1091. [pdf]
  • Diaz, A., & Bell, M.A. (2012).  Frontal EEG asymmetry and fear reactivity in different contexts at 10 months. Developmental Psychobiology, 54, 536-545. [pdf]
  • Morasch, K.C., & Bell, M.A. (2012).  Self-regulation of negative affect at 5 and 10 months. Developmental Psychobiology, 54, 215-221. [pdf]
  • Diaz, A., & Bell, M.A. (2011). Information processing efficiency and regulation at five months. Infant Behavior and Development, 34, 239-247. [pdf]
  • Cuevas, K., & Bell, M.A. (2011). EEG and ECG from 5 to 10 months of age: Developmental changes in baseline activation and cognitive processing during a working memory task. International Journal of Psychophysiology, 80, 119–128. [pdf]
  • Morasch, K.C., & Bell, M.A. (2011). The role of inhibitory control in behavioral and physiological expressions of toddler executive function. Journal of Experimental Child Psychology, 108, 593-606. [pdf]
  • Cuevas, K., & Bell, M.A. (2010). Developmental progression of looking and reaching performance on the A-not-B task. Developmental Psychology, 46, 1363–1371.
  • Hannisdottir, D.Kr., Doxie, J., Bell, M.A., Ollendick, T., & Wolfe, C. (2010). A longitudinal study of emotion regulation and anxiety in middle childhood: Associations with frontal EEG asymmetry in early childhood. Developmental Psychobiology, 52, 197-204. [pdf]
  • Smith, C.L., & Bell, M.A. (2010). Stability in infant frontal asymmetry as predictor of toddlerhood internalizing and externalizing behaviors. Developmental Psychobiology, 52, 158-167. [pdf]
  • Morasch, K.C., & Bell, M.A. (2009). Patterns of frontal and temporal brain electrical activity during declarative memory performance in 10-month-old infants. Brain and Cognition, 71, 215-222. [pdf]
  • Bell, M.A., & Deater-Deckard, K. (2007). Biological systems and the development of self-regulation: Integrating behavior, genetics, and psychophysiology. Journal of Developmental and Behavioral Pediatrics, 28, 409-420. [pdf]
  • Wolfe, C.D., & Bell, M.A. (2007). Sources of variability in working memory in early childhood: A consideration of age, temperament, language, and brain electrical activity. Cognitive Development, 22, 431-455.[pdf]
  • Bell, M.A., & Wolfe, C.D. (2007). Changes in brain functioning from infancy to early childhood: Evidence from EEG power and coherence during working memory tasks. Developmental Neuropsychology, 31, 21-38. [pdf]
  • Wolfe, C.D., & Bell, M.A. (2007). The integration of cognition and emotion during infancy and early childhood: Regulatory processes associated with the development of working memory. Brain and Cognition, 65, 3-13. [pdf]
  • Roberts, J.E., & Bell, M.A. (2005). Letter to the Editor: Reply to Bauer (2005) commentary on Roberts & Bell (2003). International Journal of Psychophysiology, 57, 153. [pdf]
  • Bell, M.A., & Wolfe, C.D. (2004). Emotion and cognition: An intricately bound developmental process. Child Development, 75, 366-370. [pdf]
  • Wolfe, C.D., & Bell, M.A. (2004). Working memory and inhibitory control in early childhood: Contributions from electrophysiology, temperament, and language. Developmental Psychobiology, 44, 68-83. [pdf]
  • Bell, M.A., & Fox, N.A. (2003). Cognition and affective style: Individual differences in brain electrical activity during spatial and verbal tasks. Brain and Cognition, 53, 441-451. [pdf]
  • Roberts, J.E., & Bell, M.A. (2003). 2- and 3-dimensional mental rotation tasks lead to different parietal laterality for men and women. International Journal of Psychophysiology, 50, 235-246. [pdf]
  • Bell, M.A. (2002). Power changes in infant EEG frequency bands during a spatial working memory task. Psychophysiology, 39, 450-458. [pdf]
  • Roberts, J.E., & Bell, M.A. (2002). The effects of age and sex on mental rotation performance, verbal performance, and brain electrical activity. Developmental Psychobiology, 40, 391-407. [pdf]
  • Bell, M.A. (2001). Brain electrical activity associated with cognitive processing during a looking version of the A-not-B task. Infancy, 2, 311-330. [pdf]
  • Roberts, J.E., & Bell, M.A. (2000). Sex differences on a mental rotation task: Variations in EEG hemispheric activation between children and college students. Developmental Neuropsychology, 17, 199-223. [pdf]
  • Roberts, J.E., & Bell, M.A. (2000). Sex differences on a computerized mental rotation task disappear with computer familiarization. Perceptual and Motor Skills, 91, 1027-1034. [pdf]
  • Bell, M.A., & Adams, S.E. (1999). Comparable performance on looking and reaching versions of the A-not-B task at 8 months of age. Infant Behavior and Development, 22, 221-235. [pdf]
  • Bell, M.A., & Fox, N.A. (1997). Individual differences in object permanence performance at 8 months: Locomotor experience and brain electrical activity. Developmental Psychobiology, 31, 287-297. [pdf]
  • West, R.W., & Bell, M.A. (1997). Stroop color-word interference and electroencephalogram activation: Evidence for age-related decline of the anterior attention system. Neuropsychology, 11, 421-427. [pdf]
  • Bell, M.A., & Fox, N.A. (1996). Crawling experience is related to changes in cortical organization during infancy: Evidence from EEG coherence. Developmental Psychobiology, 29, 551-561. [pdf]
  • Fox, N.A., Calkins, S.D., & Bell, M.A. (1994). Neural plasticity and development in the first two years of life: Evidence from cognitive and socio-emotional domains of research. Development and Psychopathology, 6, 677-698. [pdf]
  • Bell, M.A., & Fox, N.A. (1992). The relations between frontal brain electrical activity and cognitive development during infancy. Child Development, 63, 1142-1163. [pdf]
  • Fox, N.A., Bell, M.A., & Jones, N.A. (1992). Individual differences in response to stress and cerebral asymmetry. Developmental Neuropsychology, 8, 161-184. [pdf]

Book Chapters

  • Bell, M.A. & Cuevas, K. (in press). Psychobiology of executive function in early development. In J.A. Griffin, L.S. Freund, & P. McCardle (Eds.), Executive function in preschool age children:  Integrating measurement, neurodevelopment and translational research.  Washington, DC:  American Psychological Association.
  • Bell, M.A., Kraybill, J. H., & Diaz, A. (2014). Reactivity, regulation, and remembering: Associations between temperament and memory. In P.J. Bauer & R. Fivush (Eds.), Handbook on the development of children’s memory (pp. 671-687).  Hoboken, NJ: Wiley-Blackwell.
  • Morasch, K.C., Raj, V., & Bell, M.A. (2013).  The development of cognitive control from infancy through childhood. In  D. Reisberg (Ed.), Oxford handbook of cognitive psychology (pp.  989-999).  New York: Oxford University Press. [pdf]
  • Bell, M.A., & Calkins, S.D., (2012).  Attentional control and emotion regulation in early development. In M.I. Posner (Ed.), Cognitive neuroscience of attention, 2nd ed. (pp. 322-330).  New York: Guilford Press. [pdf]
  • Bell, M.A., Greene, D.R., & Wolfe, C.D. (2010). Psychobiological mechanisms of cognition-emotion integration in early development. In S.D. Calkins & M.A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 115-132). Washington, DC: American Psychological Association. [pdf]
  • Bell, M.A. & Calkins, S.D., (2010). Integrating emotion and cognition in developmental research. In S.D. Calkins & M.A. Bell (Eds.), Child development at the Intersection of emotion and cognition (pp. 247-251). Washington, DC: American Psychological Association. [pdf]
  • Calkins, S.D., & Bell, M.A. (2010). Putting the domains of development into perspective. In S.D. Calkins & M.A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 3-13).Washington, DC: American Psychological Association. [pdf]
  • Bell, M.A., & Wolfe, C.D. (2008). The use of the electroencephalogram in research on cognitive development. In L.A. Schmidt & S.J. Segalowitz (Eds.), Developmental psychophysiology: Theory, systems, and methods (pp. 150-170). New York: Cambridge University Press.[pdf]
  • Bell, M.A., & Morasch, K.C. (2007). Individual differences in the development of working memory during infancy and early childhood. In L.M. Oakes & P.J. Bauer (Eds.), Short- and long-term memory in early childhood: Taking the first steps toward remembering (pp. 27-50). New York: Oxford. [pdf]
  • Bell, M.A., & Wolfe, C.D. (2007). The cognitive neuroscience of early socioemotional development. In C.A. Brownell & C.B. Kopp (Eds.) Socioemotional development in the toddler years (pp. 345-369). New York: Guilford. [pdf]
  • Bell, M.A., Wolfe, C.D., & Adkins, D.R. (2007). Frontal lobe development during infancy and childhood. In D. Coch, G. Dawson, & K.W. Fischer (Eds.), Human behavior, learning, and the develoing brain: Typical development (pp. 247-276). New York: Guilford. [pdf]
  • Kim, K.J., & Bell, M.A. (2006). Frontal EEG asymmetry and regulation during childhood. In B.M. Lester, A. Masten, & B. McEwen (Eds.), Resilience in children (pp. 308-312). New York: New York Academy of Sciences Press.[pdf]
  • Carver, L.J., & Bell, M.A. (2006). Clinical electrophysiology of the developing human brain. In C.D. Coffey, R.A. Brumback, D.R. Rosenberg, & K.K.S. Voeller (Eds.), Pediatric neuropsychiatry (pp. 135-148). Baltimore: Lippincott, Williams, & Wilkins. [pdf]
  • Bell, M.A. (2000). Brain, development of. In L. Balter (ed.), Parenthood in America: An encyclopedia (pp. 10-18). Denver: ABC-CLIO. [pdf]
  • Bell, M.A. (1998). Frontal lobe function during infancy: Implications for the development of cognition and attention. In J.E. Richards (Ed.), Cognitive neuroscience of attention: A developmental perspective (pp. 287-316). Mahwah, NJ: Erlbaum. [pdf]
  • Bell, M.A. (1998). The ontogeny of the EEG during infancy and childhood: Implications for cognitive development. In B. Garreau (Ed.), Neuroimaging in child neuropsychiatric disorders (pp. 97-111) Berlin: Springer-Verlag. [pdf]
  • Schmauder, A.R., & Bell, M.A. (1995). EEG, brain and language development: A case study. In D. MacLaughlin & S. McEwen (Eds.), Proceedings of the 19th annual Boston University Conference on Language Development (Vol. 2) (pp. 533-542). Somerville, MA: Cascadilla. [pdf]
  • Bell, M.A., & Fox, N.A. (1994). Brain development over the first year of life: Relations between EEG frequency and coherence and cognitive and affective behaviors. In G. Dawson & K. Fischer (Eds.), Human behavior and the developing brain (pp. 314-345). New York: Guilford. [pdf]
  • Fox, N.A., & Bell, M.A. (1993). Frontal function in cognitive and emotional behaviors during infancy: Effects of maturation and experience. In B. de Boysson-Bardies et al (Eds.), Developmental neurocognition: Speech and face processing in the first year of life (pp. 199-210). Dordrecht, The Netherlands: Kluwer. [pdf]
  • Fox, N.A., & Bell, M.A. (1990). Electrophysiological indices of frontal lobe development: Relations to cognitive and affective behavior in human infants over the first year of life. In A. Diamond (Ed.), The development and neural bases of higher cognitive functions (pp. 677-698). New York: New York Academy of Sciences Press. [pdf]

Current Posters

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