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Mark Wade


Mark Wade
Assistant Professor

email: m.wade@utoronto.ca  

Department: Applied Psychology and Human Development



Research Overview

Dr. Wade studies the effects of early life stress and adversity on children's mental health and cognitive functioning. To this end, he is interested in broad metrics of social disadvantage (e.g., poverty, socioeconomic status) and more egregious forms of child maltreatment, including severe psychosocial neglect among children raised in deprived early environments. He is part of a team of investigators who have been examining the brain and behavioural development of children raised in Romanian orphanages and who spent their early years without a primary caregiver or attachment figure. As a trained clinician, Dr. Wade is interested in uncovering both shared and unique mechanisms by which early life stress and adversity get "under the skin" and "into the mind" to impact mental health and cognitive functioning. In the latter domain, Dr. Wade is interested in key developmental competencies such as executive functioning and social cognition, and how deficits in these abilities serve as "couriers" of early risk for later psychopathology. Finally, Dr. Wade applies a broad biopsychosocial lens to the study of development, and is therefore interested in integrating various biological and behavioural methods for studying development, including genetic, physiological, and brain-based measurement to better understand the complex pathways through which early experience translates into individual differences in psychological and cognitive functioning in children and adolescence.

Teaching Overview

Dr. Wade is interested in teaching both developmental and clinical child and adolescent psychology. His primary area of focus is developmental psychopathology and clinical assessment and intervention with children and adolescents. This coming year, Dr. Wade will be teaching:

APD1200H Foundations of Human Development and Education
APD3240H Advanced Social and Emotional Assessment Techniques

Representative Publications

  • Wade, M., Zeanah, C.H., Fox, N.A., & Nelson, C.A. (in press). Global deficits in executive functioning are transdiagnostic mediators between severe childhood neglect and psychopathology in adolescence. Psychological Medicine.
  • Wade, M., Fox, N.A., Zeanah, C.H., Nelson, C.A., & Drury, S.S. (in press). Telomere length and psychopathology: Specificity and direction of effects within the Bucharest Early Intervention Project. Journal of the American Academy of Child and Adolescent Psychiatry.
  • Wade, M., Fox, N.A., Zeanah, C.H., & Nelson, C.A. (2019). Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning. Proceedings of the National Academy of Sciences, 116(5) 1808-1813.
  • Wade, M., Fox, N.A., Zeanah, C.H., & Nelson, C.A. (2018). Effect of foster care intervention on trajectories of general and specific psychopathology among children with histories of institutional rearing: A randomized clinical trial. JAMA Psychiatry, 75(11),1137-1145.
  • Wade, M., Prime, H., Jenkins, J.M., Yeates, K.O., Williams, T., & Lee, K. (2018). On the relation between theory of mind and executive functioning: A developmental cognitive neuroscience perspective. Psychonomic Bulletin & Review, 25(6), 2119-2140.
  • Wade, M., Madigan, S., Plamondon, A., Rodrigues, M., Browne, D.T., & Jenkins, J.M. (2018). Cumulative psychosocial risk, parental socialization, and child cognitive functioning: A longitudinal cascade model. Developmental Psychology, 54(6), 1038-1050.
  • Wade, M., Prime, H., Hoffmann, T.J., Schmidt, L.A., O’Connor, T.G., & Jenkins, J.M. (2018). Birth weight interacts with a functional variant of the oxytocin receptor gene (OXTR) to predict executive functioning in children. Development and Psychopathology, 30(1), 203-211.
  • Wade, M., Jenkins, J.M., Venkadasalam, V., Binnoon-Erez, N., & Ganea, P.A. (2018). The role of maternal responsiveness and linguistic input in pre-academic skill development: A longitudinal analysis of pathways. Cognitive Development, 45, 125-140.