Mia Marcus is from Chicago, IL. She graduated from Loyola University Chicago in May 2010 with a B.S. in Psychology.
Mia’s research focuses on the role of social interactions in promoting young children’s learning and remembering. Her master’s thesis examined how learning in a museum could be extended beyond its walls through social interactions with others. Currently, she is investigating how parent-child conversational interactions during hands-on activities impact children’s learning and transfer of science practices and STEM content in an informal educational setting.
Dissertation titles and the "happily ever after"!
Erin Wilkerson, Ph.D. (2011)
The role of prior knowledge and parent-child interactions in children's learning in museums.
Assistant Professor, Penn State York
Nora Brodson Benjamin, Ph.D. (2007)
Building understanding in Under Construction: Effects of event preparation on caregiver-child collaboration and children’s learning in a museum exhibit
Assistant Professor, College of Lake County
Karen Kolmodin MacDonell, Ph.D. (2006)
Exploring links between children’s understanding of emotion, parent-child reminiscing about emotional events, and the kindergarten classroom affective environment.
Research Associate Professor, Pediatric Prevention Research Center, Wayne State University
Amy Hedrick, Ph.D. (2006)
Talk during and after events: How an elaborative style impacts event memory
Assistant Professor, Lenoir-Rhyne College
Sam Fazio, Ph.D. (2005)
The persistence of self in individuals with Alzheimer’s disease
Director of Medical and Scientific Relations, Alzheimer's Association
Part-Time Faculty, Northeastern Illinois University
David Rudek, Ph.D. (2004)
Reminiscing about past events: Influences on children’s deliberate memory and metacognitive skills
Associate Professor, Aurora University
Barbara Havlik O’Brien, Ph.D. (2002)
Maternal book reading style and children’s literacy development
Lecturer in Psychology, Washington University in Saint Louis