Maureen Hoskyn

Interests

Individual and developmental relations between executive function and early learning for young children, aged 3 to 8 years. This research includes analyses of factors that contribute to executive function, specifically, working memory, inhibitory control and a) writing difficulties of young children and b) literacy development of trilingual, immigrant children in French Immersion programs.

Recent projects also involve neuroimaging of cognitive processes that underlie reading for children with developmental dyslexia.

Doctoral Supervision

• Flores, Ofelia M. (PhD, 2023), The impact of knowledge on false belief reasoning in young children
• Sture, Julie (PhD, 2023), English writing development of young plurilingual children
• Lee, Lisa (PhD, 2022), Teachers' perspectives on restorative justice in education professional development
• Jenkins, Teresa Elizabeth (PhD, 2018), Self-determination and academic engagement of students with learning disabilities in a special education context
• Tzoneva, Irina Staykova (PhD, 2015), The Relations between Working Memory and Mathematics Achievement of Children in the Primary Grades
• Yeung, Paul (PhD, 2011), Engaging with languages and multiple identities: Portraits of young French immersion Chinese children in Canada (Co-supervisor)

Master's Supervision

• Fisher, Sarah (MA, 2022), Discussing meaning in life as part of existential psychotherapy: Perspectives of adults with intellectual disabilities
• Hunter, Jessica (MA, 2021), An exploration of mother's beliefs and parenting behaviours surrounding adolescent substance use and impaired driving
• Wallace, Alannah (MA, 2019), Student strategy awareness and use: The development of a measure
• Milito, Ernesto Juan (MA, 2017), Perspectives of Canadian student volunteers in a university “Conversation Partners Program” for international students
• Ciugureanu, Ecaterina (MA, 2015), Cognitive flexibility in young children: the impact of arousal and temperament.
• Ludvigsen, Lisa Dyanne (MA, 2015), Searching for belonging: parents’ storied experiences of their children with autism spectrum disorder transitioning to kindergarten
• Sture, Julie Anna (MA, 2014), An Exploration of Teacher Efficacy for the Literacy Instruction of Struggling Readers
• Zhao, Jiechao (MA, 2013), A Meta-analysis of Executive Functioning in Chinese and North American Children with Attention Deficit/Hyperactivity Disorder
• Kitchen, Kelly Anne (MA, 2012), ADHD and elimination diets: a systematic review of the literature
• Macfarlane, Janet Ruth (MA, 2010), Teaching emotion recognition to children with autism: effects of two computer displayed interventions (Co-supervisor)