University of Louisville - 2005
Ph.D. - Developmental Psychology
Temple University - 2003
B.A. - Psychology
Pennsylvania State University - 1998
My research integrates three different areas of psychology: neurocognitive development, language acquisition and conceptual development. I am currently investigating the neurological correlates of children's understanding of noun and verb concepts, both with and without grammatical or visual cues, using Event Related Potentials. Eventually, my goal is to use this knowledge to help in diagnosis and treatment of children with disorders that result in substantially more difficulty with verbs than nouns, namely autism, deafness, and Specific Language Impairment
Hart, J., Calley C., Motes, M., Chiang, H-S., Spence, J., Abdi, H., Anand, R., Maguire, M. J., Estevez, L., Briggs, R., Feeman, T., & Kraut, M. (in press). Threat as a feature in visual semantic object memory. Human Brain Mapping. in press - Publication
Maguire, M.J., Magnon, G., Ogeila, D.A., Egbert, R., & Sides, L. (in press). The N300 ERP component reveals developmental changes in object and action identification. Developmental Cognitive Neuroscience. in press - Publication
Hart, J., Maguire, M.J., Motes, M., Mudar, R. A., Chiang, H-S, Womack, K., & Kraut, M. (in press). Semantic memory retrieval circuit: Role of pre-SMA, caudate, and thalamus. Brain and Language, available online Sep 7, 2012. in press - Publication
Maguire, M. J., McClelland, M. M., Donovan, C. E., Tillman, G. D., & Krawczyk, D. C. (2012). Tracking cognitive stages in analogical reasoning with event-related potentials. Journal of Experimental Psychology: Memory, Learning and Cognition, 38(2), 273-281. 2012 - Publication
Maguire, M. J., Ogiela, D., Magnon, G., Delarosa, B., & Sides, L. (2012). Developmental differences in noun-object and verb-action identification: An Event Related Potentials study. In A. Biller, E.Y. Chung, & A. E. Kimball (Eds.), Proceedings of the Boston University Annual Conference on Language Development (pp. 328-338). Somerville, MA: Cascadilla Press. 2012 - Publication
Assistant Professor - The University of Texas at Dallas [2005–Present]
Consultant - The Sandbox Learning Company [2004–Present]
Consultant - Children's Hospital of Philadelphia [2003–2005]
Intern in Exhibit Research & Design - The Franklin Institute Science Museum, Philadelphia, PA [2002–2002]
Research Intern - Developmental Neuropsychology & Electrophysiology Lab, Louisville, KY [2001–2001]
Research Assistant - The Center for Cognitive Brain Imaging, Pittsburgh, PA [1998–1999]
Undergraduate Research Assistant - Pennsylvania State University [1996–1998]
Mapping words to actions and events: How do 18- month-olds learn a verb?
2001–2001 Maguire, M.J., Hennon, E.A., Hirsh-Pasek, K., Golinkofi R.M., Slutzky, C.B., & Sootsman, J. (2001, November). Paper presented at the annual meeting of the Boston University Conference on Language Development, Boston, MA.
The way you do that thing you do: Attention to path and manner in action words.
2003–2003 Maguire, M. J., Hirsh-Pasek, K., & Pruden, S. (2003, April). Paper presented at the biamuual meeting of the Society for Research and Child Development, Tampa, FL.
More isn 't always better: Three-year-olds master intransitive verbs.
2004–2004 Maguire, M. J., Pruden, S.M., Hirsh-Pasek, K., Hansell, N. & Meyer, M. (2004, April). Poster presented at the biennial meeting of the Intemational Society on Infant Studies, Chicago, IL.
Infants ' development of lexical categories: Moving from perceptual to social cues.
2001–2001 Maguire, M.J., Hermon, E.A., Slutzky, C.B., & Golinkoff, R.M. (2001, April) Poster presented at the biamiual meeting of the Society for Research in Child Development, Minneapolis, MN.
Facilitating verb learning: A window onto what makes verb learning dwicult.
2005–2005 Hirsh-Pasek, K., Maguire, M.J., & Golinkoff, R. (2005, April). Paper for the biennial meeting of the Society for Research in Child Development, Atlanta, GA.
Professional Recognition and Honors
- The Sandy Friel-Patti Research in Child Language International Travel Award from the Texas Speech-language and Hearing Association Received: March 26, 2006, Amount: $2,750.00
- Early Career Research Travel Award from The Aprica Foundation of Japan in conjunction with the International Society for Infancy Research To be received: June 22, 2006, Amount: $1000.00
- Developmental Neuropsychology, Fall, 2005
- Psychological Science, Spring 2007
- International Society for Infancy Research Biamiual Meeting, Fall 2007
Committee and Service work
- Fall 2000: Organized Temple Universitys Developmental Psychology graduate student orientation.
- Summer 2001: Held training sessions in cognitive development for volunteers at the Franklin Institute Science Museum.
- Fall 2001: Organized Temple Universitys Developmental Psychology colloquium series.
- Spring 2002: Graduate Student Member of Temple Universitys Developmental Psychology Ph.D. admissions board.
- May 2004: Judge for undergraduate and graduate poster presentations, Kentucky Psychological Association.
- Fall 2006-present: Member of UTDs Committee for the Support of Diversity and Equity
- Subcommittee on Data Collection and Reporting
- Fall 2006-present: Member of the Callier Center Committee for Continued Improvement in Research.
Dr. Mandy Maguire, an assistant professor in UT Dallas’ School of Behavioral and Brain Sciences
, was recently awarded a $74,000 grant from the National Institutes of Health (NIH) to develop a mechanism that links brain response and eye tracking technologies into a platform that records results from both processes simultaneously.
Researchers study brain responses elicited by visual stimuli to gain insight into brain processes in a variety of developmental disorders, including dyslexia and attention-deficit hyperactivity disorder. But conducting these studies is difficult or impossible for groups of people who can’t sustain visual attention, such as infants, young children with autism and patients with dementia.
The nation’s 31 million children growing up in homes with low socioeconomic status have, on average, significantly smaller vocabularies compared with their peers.
A new study from the Callier Center for Communication Disorders
at The University of Texas at Dallas found these differences in vocabulary growth among grade school children of different socioeconomic statuses are likely related to differences in the process of word learning.
A UT Dallas researcher has been awarded a $515,000 grant from the National Science Foundation to utilize a relatively new technique that uses time frequency analysis of electroencephalogram (EEG) signals to help determine why children who live in poverty have smaller vocabularies.Dr. Mandy Maguire
, associate professor in the School of Behavioral and Brain Sciences
, said the technique will look at changes in EEG signals to study brain processes in school-age children as they learn new words. Behavioral observation also is a key part of the study.
American Psychological Association
Cognitive Development Society
International Society for Infancy Studies
Society for Research in Child Development
Cognitive Neuroscience Society
Improving visual ERP data with Eye tracking
$50,000 - NIH [2010–2011]
Establishing Neurological Markers of Inhibition for ADHD Diagnosis and Treatment Assessment
$24,000 - UT Southwestern's Department of Clinical Sciences North and Central Texas Clinical and Translational Science Initiative [2008–2009]
Center for Advanced ADHD Research, Treatment and Education (CAARTE)
$150,000 - NSF [2007–2010]