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Frederick James Morrison, PhD

Harvard University, Cambridge, MA, United States 
"Frederick Morrison"

Fred Morrison's current research focuses on the nature and sources of literacy acquisition in children during the transition to school, and he has uncovered surprisingly large individual differences among children in important cognitive, language, and social skills even before they begin school. Morrison is a coinvestigator on the National Institute of Child Health and Human Development’s Study of Early Child Care and Youth Development. He received his PhD from Harvard.

Mean distance: 16.19 (cluster 20)


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Marshall Myron Haith grad student 1971 Harvard
 (A developmental study of the effect of familiarity on short-term visual memory)
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Ahmed SF, Grammer J, Morrison F. (2021) Cognition in context: Validating group-based executive function assessments in young children. Journal of Experimental Child Psychology. 208: 105131
Waters NE, Ahmed SF, Tang S, et al. (2021) Pathways from Socioeconomic Status to Early Academic Achievement: The Role of Specific Executive Functions. Early Childhood Research Quarterly. 54: 321-331
Kim MH, Ahmed SF, Morrison FJ. (2020) The Effects of Kindergarten and First Grade Schooling on Executive Function and Academic Skill Development: Evidence From a School Cutoff Design. Frontiers in Psychology. 11: 607973
Moffett L, Morrison FJ. (2020) Off-task behavior in kindergarten: Relations to executive function and academic achievement. Journal of Educational Psychology. 112: 938-955
Hindman AH, Morrison FJ, Connor CM, et al. (2020) Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice Reading Research Quarterly. 55
Woods AD, Ahmed SF, Katz BD, et al. (2019) How Stable is Early Academic Performance? Using Cluster Analysis to Classify Low Achievement and EF. Journal of Learning Disabilities. 22219419881632
Skibbe LE, Montroy JJ, Bowles RP, et al. (2019) Self-regulation and the Development of Literacy and Language Achievement from Preschool through Second Grade. Early Childhood Research Quarterly. 46: 240-251
Morrison FJ, Kim MH, Connor CM, et al. (2019) The Causal Impact of Schooling on Children’s Development: Lessons for Developmental Science Current Directions in Psychological Science. 28: 441-449
Montoya MF, Susperreguy MI, Dinarte L, et al. (2019) Executive function in Chilean preschool children: Do short-term memory, working memory, and response inhibition contribute differentially to early academic skills? Early Childhood Research Quarterly. 46: 187-200
Connor CM, Mazzocco MMM, Kurz T, et al. (2018) Using assessment to individualize early mathematics instruction. Journal of School Psychology. 66: 97-113
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