Peer-Reviewed Publications:
[17] Rosengarten, M. L., Hart, E. R., Bailey, D. H., McCormick, M. P., Lovett, B. J., & Watts, T. W. (in press). Using meta-analytic data to examine fadeout and persistence of intervention impacts on constrained and unconstrained skills. [working paper]
[16] Watts, T. W., Botvin, C. B., Bailey, D. H., Hart, E. R., Mattera, S., Clements, D. H., Sarama, J., Farran, D., & Lipsey, M. W. (2026). Predicting persistence and fadeout across multi-site RCTs of an early childhood mathematics curriculum intervention. Educational Evaluation and Policy Analysis. [paper]
[15] Sperber, J. F., Hart, E. R., Troller-Renfree, S. V., Watts, T. W., Miller, M., Bellatin, A., Meyer, J., Dettmer, A. M., Champagne, F. A., Noble, K. G. (2025). Associations among prenatal stress, socioeconomic status, and infant epigenetic aging. Psychoneuroendocrinology. [paper]
[14] Troller-Renfree, S. V., Gray, K. N., Sandre, A., Hart, E. R., Sperber, J. F., Dettmer, A. M., Meyer, J. S., & Noble, K. G. (2025). Associations between prenatal maternal stress and infant resting brain activity: A preregistered investigation. Developmental Psychobiology. [paper]
[13] Hart, E. R., Bailey, D. H., Luo, S., Sengupta, P., Watts, T. W. (2024). Fadeout and persistence of intervention impacts on social-emotional and cognitive skills in children and adolescents: A meta-analytic review of randomized controlled trials. Psychological Bulletin. [paper] [data/code] [AERA talk]
[12] Hart, E. R., Gennetian, L. A., Sperber, J. F., Penalva, R. P., Magnuson, K., Duncan, G. J., Halpern-Meekin, S., Yoshikawa, H., Fox, N. A., & Noble, K. G. (2024). The effect of unconditional cash transfers on maternal assessments of children’s early language and socioemotional development: Experimental evidence among U.S. families residing in poverty. Developmental Psychology. [paper] [data/code]
[11] Hart, E. R., Sperber, J. F., Troller-Renfree, S. V., Ortells-Faci, P., Halpern-Meekin, S., Sandre, A., & Noble, K. G. (2024). Mothers with low incomes view both individual and structural interventions as potentially helpful for supporting early child development. Scientific Reports. [paper] [data/code] [pre-registration]
[10] Bailey, D. H., Watts, T. W., Hart, E. R., & Yu, M. J. (2024). Learning about development from educational interventions. Annual Review of Developmental Psychology. [paper]
[9] Burchinal, M., Duncan, G., Bailey, D. H., Whitaker, A. A., Jenkins, J., Watts, T. W., Hart, E. R. (2024). Unsettled science on the effectiveness of today’s early childhood education programs. Science. [paper]
[8] Hart, E. R., Vandell, D. L., Whitaker, A. A., & Watts, T. W. (2023). Child care and family processes: Bi-directional relations between child care quality, home environment, and maternal depression. Child Development. [paper] [code]
[7] Hart, E. R., Troller-Renfree, S. V., Sperber, J. F., & Noble, K. G. (2023). Relations among socioeconomic status, perceived stress, and the home language environment. Journal of Child Language Development. [paper]
[6] Sperber, J.F., Gennetian, L., Hart, E. R., Kunin-Batson, A., Magnuson, K., Duncan, G., Halpern-Meekin, S., Yoshikawa, H., Fox, N. A., Noble, K. G. (2023). Unconditional Cash Transfers and Maternal Assessments of Children's Health, Nutrition, and Sleep: A randomized control trial. JAMA Open. [paper]
[5] Li, C., Hart, E. R., Duncan, R. J., & Watts, T. W. (2023). Bi-Directional relations between behavioral problems and executive function: Assessing the longitudinal development of self-regulation. Developmental Science. [paper]
[4] Troller-Renfree, S. V., Hart, E. R., Sperber, J. F., Costanzo, M. A., Gennetian, L. A., Meyer, J. S., Fox, N. A., Noble, K. G. (2023). Associations between maternal stress and infant resting brain activity among families residing in poverty in the U.S. Biological Psychology. [paper]
[3] Sperber, J. F., Hart, E. R., Troller-Renfree, S. V., Watts, T. W., Noble, K. G. (2022). The effect of the COVID-19 pandemic on infant development and maternal mental health in the first year of life. Infancy. [paper]
[2] Troller-Renfree, S.V., Hart, E. R., Sperber, J. F., Fox, N. A., & Noble, K. G. (2022). Associations among stress and language and socioemotional development in a low-income sample. Development and Psychopathology. [paper]
[1] Noble, K. G., Hart, E. R., & Sperber, S. F. (2021). Socioeconomic disparities and neuroplasticity: Moving toward adaptation, intersectionality, and inclusion. American Psychologist. [paper]
Publications without Peer Review:
[2] Bailey, D. H., Watts, T. W., & Hart, E. R. (2026). Why do most education interventions fade out over time? There is evidence to both explain and challenge the so-called "fadeout effect." Education Next. [paper]
[1] Whitaker, A. A., Burchinal, M., Jenkins, J. M., Bailey, D. H., Watts, T. W., Duncan, G. J., Hart, E. R., Peisner-Feinberg, E. (2025). Why are preschool programs becoming less effective? Journal of Policy Analysis and Management. [paper] [data/code]
Manuscripts under Review/Revision:
[4] Hart, E. R., Bailey, D. H., Moran, C., Kruglinski, S., & Watts, T. W. (under revision). Childhood interventions and life course development. [working paper]
[3] Hart, E. R., Rosengarten, M. L., Dearing, E., Watts, T. W., & Zachrisson, H. D. (under revision). Stability and change in maternal well-being following early childhood expansions in Norway.
[2] Hart, E. R., Botvin, C. B., Bailey, D. H., & Watts. T. W. (under review). Using experimental variation to examine the (co-)development of cognitive and social-emotional skills in early childhood. [working paper]
[1] Watts, T. W., Hart, E. R., Bailey, D. H. How general is educational intervention fadeout? (under review). A meta-analysis of educational RCTs with follow-up. [working paper]
In-Progress Pre-registered Projects:
[3] Hart, E. R., Tasneem, F. Foley, C., Walsh, M. E., Leigh, Y. R., & Dearing, E. Descriptive portrait of service provision across more than a decade of at-scale comprehensive student supports. [pre-registration]
[2] Hart, E. R., Borgen, N., Dearing, E., & Zachrisson, H. D. The dynamics of early skill development: Complementary or compensatory processes? [pre-registration]
[1] Watts, T. W., Hart, E. R., Bailey, D. W., Gavrilova, N., Sengupta, P., Cuijpers, P., Grimaldos, J., Harrer, M., Papola, D., Pfund, R., Quero, S., Wang, Y. Examining the persistence of psychotherapy trials. [pre-registration]
Media and Recognition:
These 2025 Psychology Grads Are Leading with Transformative Impact. Teachers College.