Patricia Miller (Ph.D., University of Minnesota) came to SFSU in January, 2010 after holding faculty positions at the University of Michigan, the University of Florida, and the University of Georgia. She also has served as Department Head, Associate Dean, and Director of Women?s Studies. Her research focuses on cognitive development during childhood. More specifically, she studies cognitive strategies, executive function, metacognition, memory, attention, social cognitive development, theory of mind, and gender. Her theoretical interests include theories of development and feminist theories of knowledge. One current topic of interest, the effects of exercise on children?s executive function and school achievement, is funded by NIH.
Honors and Awards
Fellow, American Psychological Association, Divisions 1 (General) and 7 (Developmental Psychology)
Fellow, Association for Psychological Science
President, Division 7 (Developmental), American Psychological Association, 2009-2010
Associate Editor, Child Development (2002-2008)
Editorial Boards: Child Development (1979-1996); Journal of Experimental Child Psychology (1993-2002); Psychological Bulletin (1996-2002), Cognitive Development (2007- ), Journal of Cognition & Development, 2008- )
Teaching Award (T.I.P.), University of Florida, 1994
O'Neill, G., & Miller, P. H. (in press). A show of hands: Relations between young children?s gesturing and executive function. Developmental Psychology.
Miller, P. H. (in press). The history of memory development research: Remembering our roots. In P. Bauer & R. Fivush (Eds.), Handbook on the development of children?s memory. New York: Wiley.
Best, J. R., Miller, P. H., & Naglieri, J. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327-336.
Davis, C. L., Tomporowski, P. D., McDowell, J. E., Austin, B. P., Yanasak, N. E., Naglieri, J. A., & Miller, P. H. (2011). Exercise improves executive function and academic achievement and alters neural activation in overweight children: A randomized controlled trial. Health Psychology, 30(1), 91-98.
Miller, P. H. (2010). Piaget?s theory: Past, present, and future. In U. Goswami (Ed.). Blackwell handbook of childhood cognitive development (2nd ed.). Malden, MA: Blackwell Publishers.
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1637-1640.
Miller, P. H. (2010) Theories of developmental psychology (5th edition). New York: Worth Publishers (various editions translated into Italian, German, Arabic, and Chinese).
Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29(3), 180-200.
Rosser, S. V., & Miller, P. H. (2008) The brain. In S. V. Rosser (Ed.), Gender myths and beliefs and scientific research (pp. 155-160). Santa Barbara, CA : ABC-CLIO, Inc.
Miller, P. H. (2008) Cognitive abilities. In S. V. Rosser (Ed.), Gender myths and beliefs and scientific research (pp. 149-154). Santa Barbara, CA : ABC-CLIO, Inc.
Tomporowski, P., Davis, C. L., Miller, P., Naglieri, J. (2008) Exercise and children?s intelligence, cognition, and academic achievement. Educational Psychology Review, 20(2), 111-131.
Davis, C. L., Tomporowski, P. D., Boyle, C. A., Waller, J. L., Miller, P. H., Naglieri, J., Gregoski, M. (2007). Effects of aerobic exercise on overweight children?s cognitive functioning: A randomized controlled trial. Research Quarterly for Exercise & Sport, 78(5), 510-519.
Scholnick, E. K., & Miller, P. H. (2007). Uncovering the body in conceptual development. In W. Overton & U. Mueller (Eds.), Developmental perspectives on embodiment and consciousness. Mahwah, NJ: Erlbaum.
Miller, P. H., Blessing, J. S., & Schwartz, S. (2006). Gender differences in high school students? views about science. International Journal of Science Education, 18 (4) 363-381.
Miller, P. H. (2006). Contemporary perspectives from human development: Implications for feminist scholarship. Signs: Journal of Women in Culture and Society, 31(2), 445-469.
Miller, P. H. (2006). A lot of knowledge is a dangerous thing: Learning in children
and adults. Journal of Cognition and Development, 7, 305-308.
Miller, P. H. (2006). Scaffolding: Constructing and deconstructing. New Ideas in Psychology, 23 (3).
Baxter, S. D., Fada, R. D., Smith, A. F., Litaker, M. S., Guinn, C. H., Nichols, M. D., Miller, P. H., & Kipp, K. (2006). Body mass index, sex, interview protocol, and children?s accuracy for reporting kilocalories observed eaten at school meals. Journal of the American Dietetic Association, 10, 1656-1662.
Miller, P. H. (2005). Gender and information technology: Perspectives from human cognitive development. Frontiers: A Journal of Women Studies. (special issue on gender and information technology), 26 (1), 148-167.
Miller, P. H. (2004). The essence of essentialism: Children?s habit of mind. Human Development, 47, 308-313.
Miller, P. H. (2004). Cognitive development: Here, there, and everywhere. Monographs of the Society for Research in Child Development, 69 (3, Serial No. 277), 145-152.
DeMarie, D., Miller, P. H., Ferron, J., & Cunningham, W. (2004). Path analysis tests of theoretical models of children?s memory performance. Journal of Cognition and Development, 5(4), 461-492.
Rosser, S. V., & Miller, P. H. (2003). Viewing developmental psychology through the lenses of feminist theories. Anuario de Psicologia, 34, 291-303.
Miller, P. H. (2003). ?Women and the construction of knowledge??Student book reviews. NWSA Journal, 15, 220-221.
Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive development (4th edition). Englewood Cliffs, NJ: Prentice-Hall. (Translated into Spanish, Portuguese, Italian, and Chinese)
Miller, P. H. (2002). Order in variability, variability in order: Why it matters for theories of development. Human Development, 45, 161-166.
Miller, P. H. (2002). Developmental issues in model-based reasoning during childhood. Mind and Society, 4(2), 49-58.