Julie Markant, Ph.D.

Associate Professor

Office Address
3047 Percival Stern Hall
School of Science & Engineering
Julie Markant

Education & Affiliations

Ph.D., 2010, University of Minnesota


Dr. Julie Markant is an Assistant Professor in the Department of Psychology at Tulane University and a Faculty Associate in the Tulane Brain Institute. Dr. Markant’s research focuses on mechanisms that link the development of selective attention and efficient learning during infancy and early childhood. Her work takes a bidirectional approach by investigating 1) the role of developing attention control in promoting more effective learning and 2) the role of prior learning and experience in shaping our ability to efficiently orient to meaningful information. This research is grounded in a developmental perspective and the understanding that multiple biological and contextual factors contribute to change in these processes over time. Dr. Markant therefore aims to understand how both neurobehavioral mechanisms and individual experience contribute to variability in attention and learning outcomes. To address these questions Dr. Markant’s research emphasizes behavioral and eye tracking methods but has also incorporated genetic, MRI, and fNIRS measures. 

You can learn from about Dr. Markant’s current work and the Learning and Brain Development Lab here: https://lbdlab.tulane.edu/

Dr. Markant is currently accepting graduate students. Dr. Markant accepts graduate students from the Psychology and Neuroscience Ph.D. programs. 


3047 Percival Stern Hall 

Selected Publications

Hunter, B.K. & Markant, J. (in press). Caregiver faces capture 6- to 10-year-old children’s attention orienting during an online visual search task. Developmental Psychology. https://doi.org/10.1037/dev0001420

King, J. & Markant, J. (2022). Selective attention to lesson-relevant competing information promotes 3- to 5-year-old children’s learning. Developmental Science, 25, e13237. https://doi.org/10.1111/desc.13237

Markant, J. & Amso, D. (2022). Context and attention control determine whether attending to competing information helps or hinders learning in school-aged children. Wiley Interdisciplinary Reviews: Cognitive Science, 13(1), e1577. https://doi.org/10.1002/wcs.1577

Noonan, C.F., Hunter, B.K, & Markant, J. (2021). Dynamic emotional messages differentially affect 6-month-old infants’ attention to eyes and gaze cues. Infant Behavior and Development, 64, 101626. https://doi.org/10.1016/j.infbeh.2021.101626

Hunter, B.K. & Markant, J. (2021). Differential sensitivity to species- and race-based information in the development of attention orienting and attention holding face biases in infancy. Developmental Psychobiology, 63, 461-469. https://doi.org/10.1002/dev.22027

King, J. & Markant, J. (2020). Individual differences in selective attention and scanning dynamics influence children’s learning from relevant non-targets in a visual search task. Journal of Experimental Child Psychology, 193, 104797. https://doi.org/10.1016/j.jecp.2019.104797

Markant, J. & Scott, L.S. (2018). Attention and perceptual learning interact in the development of the other-race effect. Current Directions in Psychological Science, 27(3), 163-169. https://doi.org/10.1177/0963721418769884

For a complete list of publications: https://scholar.google.com/citations?user=CJrblukAAAAJ&hl=en&oi=ao