Emily C. Merz, Ph.D.

2012 University of Pittsburgh, Pittsburgh, PA, United States 
Clinical Psychology, Developmental Psychology
"Emily Merz"
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Robert B. McCall grad student 2012 University of Pittsburgh
 (Inhibitory control and working memory in children adopted from psychosocially depriving institutions.)
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McCall RB, Groark CJ, Hawk BN, et al. (2018) Early Caregiver-Child Interaction and Children's Development: Lessons from the St. Petersburg-USA Orphanage Intervention Research Project. Clinical Child and Family Psychology Review
Merz EC, Harlé KM, Noble KG, et al. (2016) Executive Function in Previously Institutionalized Children. Child Development Perspectives. 10: 105-110
Merz EC, Landry SH, Johnson UY, et al. (2016) Effects of a responsiveness-focused intervention in family child care homes on children's executive function Early Childhood Research Quarterly. 34: 128-139
Merz EC, Landry SH, Zucker TA, et al. (2016) Parenting Predictors of Delay Inhibition in Socioeconomically Disadvantaged Preschoolers Infant and Child Development. 25: 371-390
Merz EC, Zucker TA, Landry SH, et al. (2015) Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. Journal of Experimental Child Psychology. 132: 14-31
Merz EC, Landry SH, Williams JM, et al. (2014) Associations Among Parental Education, Home Environment Quality, Effortful Control, and Preacademic Knowledge. Journal of Applied Developmental Psychology. 35: 304-315
Hawk BN, Wright A, Julian MM, et al. (2013) Potential Selective Responding in a Parent Questionnaire Study of Post-Institutionalized Children. Adoption Quarterly. 16: 97-107
Merz EC, McCall RB, Wright AJ, et al. (2013) Inhibitory control and working memory in post-institutionalized children. Journal of Abnormal Child Psychology. 41: 879-90
Merz EC, McCall RB, Groza V. (2013) Parent-reported executive functioning in postinstitutionalized children: a follow-up study. Journal of Clinical Child and Adolescent Psychology : the Official Journal For the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53. 42: 726-33
Merz EC, McCall RB, Wright AJ. (2013) Attention and language as mediators of academic outcomes following early psychosocial deprivation International Journal of Behavioral Development. 37: 451-459
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