© 2017–2019 Matthew Kim


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]): 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

National Science Foundation

STELAR: STEM Learning and Research Center

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. https://doi.org/10.1177/2333794X19884185


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. https://doi.org/10.1177/0963721419855661

Kim, M. H., & Morrison, F. J. (2018). Schooling effects on literacy skills during the transition to school. AERA Open, 4(3), 1–15. https://doi.org/10.1177/2332858418798793


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. https://doi.org/10.1016/j.jecp.2017.07.002

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. https://doi.org/10.1016/j.jecp.2016.10.010

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. https://doi.org/10.1016/j.jpeds.2016.10.035

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. https://doi.org/10.1016/j.dcn.2016.09.002