My program of research examines the nature and development of executive functions and motivation in early childhood through adolescence—with a special focus on school transitions—and how these cognitive processes relate to the student success of diverse learners. I employ behavioral, electrophysiological, and causal inference methods in pursuit of my research aims. I embrace the values of open and reproducible science and strive to pursue these goals in my work.  


Co-Principal Investigator (with E. Madison [PI], J. Husman [Co-PI], R. Anderson [Co-PI]): RAPID: Developing and researching youth-driven media that highlights science as an act of service during a public health crisis.

National Science Foundation Innovative Technology Experiences for Students and Teachers 

DRL2032226 | Period of support: 2020–2021 | Total award: $151,040 | Awarded


Co-Principal Investigator (with E. Madison [PI], J. Husman [Co-PI], R. Anderson [Co-PI]): My STEM story: Scaling STEM motivation through digital storytelling and near peer relationships.

National Science Foundation Innovative Technology Experiences for Students and Teachers 

DRL1759442 | Period of support: 2018–2021 | Total award: $1,186,680 | Awarded

Principal Investigator: Schooling and the development of executive functioning skills: Integrating cognitive, neurophysiological, and educational perspectives. National Science Foundation Graduate Research Fellowships Program 

DGE1256260 | Period of support: 2012–2015 | Total award: $134,000 | Completed


Kim, M. H., & McIntyre, L. L. (2019). Early communication skills and special education outcomes at school entry: Implications for pediatric care and screening. Global Pediatric Health, 6, 1–9.


Morrison, F. J., Kim, M. H., Connor, C. M., & Grammer, J. K. (2019). The causal impact of schooling on children's development: Lessons for developmental science. Current Directions in Psychological Science, 28(5), 441–449.

Kim, M. H., & Morrison, F. J. (2018). Schooling effects on literacy skills during the transition to school. AERA Open, 4(3), 1–15.


Kim, M. H., Shimomaeda, L., Giuliano, R. J., & Skowron, E. A. (2017). Intergenerational associations in executive function between mothers and children in the context of risk. Journal of Experimental Child Psychology, 164, 1–15.

Kim, M. H., Marulis, L. M., Grammer, J. K., Morrison, F. J., & Gehring, W. J. (2017). Motivational processes from expectancy-value theory are associated with variability in the error positivity in young children. Journal of Experimental Child Psychology, 155, 32–47.

McIntyre, L. L., Pelham, W. E., III, Kim, M. H., Dishion, T. J., Shaw, D., & Wilson, M. (2017). A brief measure of language skills at age three and special education use in middle childhood. Journal of Pediatrics, 181, 189–194.

Kim, M. H., Grammer, J. K., Marulis, L. M., Carrasco, M., Gehring, W. J., & Morrison, F. J. (2016). Early math and reading achievement are associated with the error positivity. Developmental Cognitive Neuroscience, 22, 18–26.

© 2017–2020 Matthew Kim