Mark Sabbagh

Professor, Coordinator of Graduate Studies

Department of Psychology

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

Lab Site

Curriculum Vitae [PDF]

Research Interests

Theory of mind, social learning, executive functioning, and conceptual change in preschool aged children. Also: Theory of mind and social functioning in adults

Recent Publications

Sjaarda, C. P., Sabbagh, M. A., Wood, S., Ward-King, J., McNaughton, A., J. M., Hudson, M. L., Tao, M., Ayub, M., & Liu, X. (2019). Homozygosity for the 10-repeat dopamine transporter (DAT1) allele is associated with reduced EEG response in males with ASD. Research in Autism Spectrum Disorders, 60, 25-35.

Shamblaw, A., Benson, J. E., Harkness, K. L., & Sabbagh, M. A. (2019). Maternal depression and preschoolers' false belief understanding. Social Development. https://doi.org/10.1111/sode.12369

Hudson, C. C., Shamblaw, A., Wilson, G. A., Roes, M. M., Sabbagh, M. A., & Harkness, K. L. (2018). Theory of mind, excessive reassurance-seeing, and stress generation in depression: A social-cognitive-interpersonal integration. Journal of Social and Clinical Psychology, 37, 725-750.

Sabbagh, M. A. & Paulus, M. (2018). Editorial: Replication studies of infant false belief. Cognitive Development.

Sabbagh, M. A. & Bowman, L. C. (2018). Theory of mind. In S. Ghetti (Ed.) Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience (4th ed.). New York: Wiley. https://doi.org/10.1002/9781119170174.epcn40

Mangardich, H. M. & Sabbagh, M. A. (2017). Mechanisms of selective social learning: Evidence and implications. To appear in M. M. Saylor & P. Ganea (Eds.) Language and Concept Development from Infancy Through Childhood: Social Motivation, Cognition, and Linguistic Mechanisms of Learning

Bardikoff, N. F. & Sabbagh, M. A. (2016). The differentiation of executive functioning across development: Insights from developmental cognitive neuroscience. To appear in N. Budwig, E. Turiel, & P. D. Zelazo (Eds.), New Perspectives On Human Development

Mangardich, H. & Sabbagh, M. A. (2016). Children remember words from ignorant speakers but do not attach meaning: Evidence from event-related potentials. Developmental Science.

Sabbagh, M. A., Koenig, M. A., & Kuhlmeier, V. A. (2016). Conceptual constraints and mechanisms in children's selective social learning. Developmental Science. doi: 10.1111/desc.12415 

Schell, V. E. & Sabbagh, M. A. (2016). Theory of mind and communication: Developmental perspectives. To appear in A. Bar-On & D. Ravid (Eds.). Handbook of communication disorders: Theoretical, empirical and applied linguistics perspectives. Berlin: De Gruyter Mouton. 

Sabbagh, M. A. (2015). Dopamine and theory of mind development. In J. Sommerville & J. Decety (Eds.) Social Cognition: Frontiers in Developmental Science. New York: Psychology Press. 

Tahiroglu, D., Moses, L. J., Carlson, S. M., Olafson, E., Mahy, C. E. V. & Sabbagh, M. A. (2014). The Children’s Social Understanding Scale: Construction and validation of a parent-report measure for assessing individual differences in children’s theories of mind. Developmental Psychology, 50, 2485-2497.

Mo, S., Su, Y., Sabbagh, M. A., & Xiu, J. (2014). Sentential complements and false belief understanding in Chinese Mandarin-speaking preschoolers: A training study. Cognitive Development, 29, 50-61.

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.