Department of Psychology

Queen's University
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Mark Sabbagh

Photo of Mark Sabbagh


B.A., University of California, 1993
M.A., University of Oregon, 1996
Ph.D., University of Oregon, 1998

T: 613.533.2887

348 Humphrey Hall
Psychology Department
Queen's University
Kingston, ON K7L 3N6

Research Interests

My research concerns young children's "theory of mind" and language development, with a special interest the social-cultural, cognitive and neurobiological factors that pace development in these domains. Research from our lab uses naturalistic methods along with experimental and brain electrophysiological (EEG/ERP) methods to address these issues.

Selected Publications

Koenig, M. & Sabbagh, M. A. (2013). Selective Social Learning: New perspectives on learning from others. Developmental Psychology, 49, 399-403.

Henderson, A. M. E., Sabbagh, M. A., & Woodward, A. L. (2013). Preschoolers' selective learning is guided by the principle of relevance, Cognition, 126, 246-257.

Benson, J. E., Sabbagh, M. A., Carlson, S. M. & Zelazo, P. D. (2013). Individual differences in executive functioning predict preschoolers improvement from theory-of-mind training, Developmental Psychology.

Lackner, C. L., Sabbagh, M. A., Hallinan, E., Liu, X., & Holden, J. J. E. (2012). Dopamine receptor D4 gene variation predicts preschoolers' developing theory of mind. Developmental Science, 15, 272-280.

Harkness, K. L., Jacobson, J. A., Duong, D. & Sabbagh, M. A. (2010). Mental state decoding in remitted major depression: Effects of sad versus happy mood induction. Cognition and Emotion, 24, 497-513.

Lackner, C. L., Bowman, L. C. & Sabbagh, M. A. (2010). Dopaminergic functioning and preschoolers' theory of mind. Neuropsychologia, 48, 1767-1774.

Sabbagh, M. A., Bowman, L. C., Evraire, L. & Ito, J. M. B. (2009). Neurodevelopmental bases of preschoolers’ theory-of-mind development. Child Development, 80, 1147-1162

Liu, D.,Sabbagh, M. A., Gehring, W. J, & Wellman, H. M.. (2009). Neural correlates of theory of mind reasoning in adults and children. Child Development, 80, 318-326

Sabbagh, M. A. & Shafman, D. (2009). How children block learning from ignorant speakers. Cognition, 112, 415-422.