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Professor Harlene Hayne

Harlene Hayne

Email hayne@psy.otago.ac.nz

Professor Harlene Hayne has maintained uninterrupted extramural funding for her research and has published over 100 scholarly books, chapters, and journal articles. To date, she has successfully supervised 20 PhD students and 25 Master's students.

Professor Hayne is a Fellow of the Royal Society of New Zealand and of the American Psychological Society. She has served on the Royal Society's Academy Council, the Marsden Fund Council, and the New Zealand National Science Panel. She is the Associate Editor of Psychological Review and of the New Zealand Journal of Psychology and she serves on the editorial boards of 5 additional international journals.

In 2009, she was awarded a New Zealand Royal Honour, Officer of the New Zealand Order of Merit (ONZM), for services to scientific and medical research. She was recently appointed by the American Ambassador to NZ/US Fulbright Board. Professor Hayne is the Past President of the International Society for Developmental Psychobiology and is a member of other international associations, including the Society for Research in Child Development, the International Society for Infant Studies, and the Society for Applied Research in Memory and Cognition. Professor Hayne is also Co-Chair of the working party, Reducing Social and Psychological Morbidity during Adolescence, which reports directly to the Office of the Prime Minister. She is the co-director of the New Zealand Innocence Project and she is now Vice-Chancellor of the University of Otago.

Harlene holds a PhD in Behavioural Neuroscience from Rutgers University. She joined the University of Otago in 1992 following three years at Princeton University as a postdoctoral fellow. She was awarded a personal chair in psychology at the University of Otago in 2002 and she was Head of the Psychology Department for three years before being appointed as the Deputy Vice-Chancellor (Research & Enterprise).

Research Interests

  • Memory development
  • Interviews with children in clinical and legal contexts
  • Risk taking during adolescence

Find out more about Professor Hayne's research interests

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Publications

Macleod, E., Gross, J., & Hayne, H. (2016). Drawing conclusions: The effect of instructions on children's confabulation and fantasy errors. Memory, 24(1), 21-31. doi: 10.1080/09658211.2014.982656

Hayne, H., Imuta, K., & Scarf, D. (2015). Memory development during infancy and early childhood across cultures. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (Vol. 15). (2nd ed.) (pp. 147-154). Oxford, UK: Elsevier. doi: 10.1016/B978-0-08-097086-8.23062-6

Hayne, H., Scarf, D., & Imuta, K. (2015). Childhood memories. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (Vol. 3). (2nd ed.) (pp. 465-470). Oxford, UK: Elsevier. doi: 10.1016/B978-0-08-097086-8.51025-3

Righarts, S., Jack, F., Zajac, R., & Hayne, H. (2015). Young children's responses to cross-examination style questioning: The effects of delay and subsequent questioning. Psychology, Crime & Law, 21(3), 274-296. doi: 10.1080/1068316X.2014.951650

Hayne, H., & Gross, J. (2015). 24-month-olds use conceptual similarity to solve new problems after a delay. International Journal of Behavioral Development. Advance online publication. doi: 10.1177/0165025415579227

Authored Book - Research

Rovee-Collier, C., Hayne, H., & Colombo, M. (2000). The Development of Implicit and Explicit Memory. Pennsylvania, USA: John Benjamins Publishing Company, 292p.

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Edited Book - Research

Gluckman, P., & Hayne, H. (Eds.). (2011). Improving the transition: Reducing social and psychological morbidity during adolescence: A report from the Prime Minister's Chief Science Advisor. Auckland, New Zealand: Office of the Prime Minister's Science Advisory Committee, 307p.

Garry, M., & Hayne, H. (Eds.). (2007). Do justice and let the sky fall: Elizabeth F. Loftus and her contributions to science, law, and academic freedom. Mahwah, NJ: Lawrence Erlbaum Associates, 229p.

Hayne, H., & Fagen, J. W. (Eds.). (2003). Progress in infancy research: Volume 3. Mahwah, New Jersey: Lawrence Erlbaum Associates, 304p.

Fagen, J. W., & Hayne, H. (Eds.). (2002). Progress in Infancy Research, Volume 2 (Volume ed.). Mahwah, NJ: Lawrence Erlbaum Associates, 307p.

Rovee-Collier, C., Lipsitt, L. P., & Hayne, H. (Eds.). (2000). Progress in Infancy Research, Volume 1. Mahwah, NJ: Lawrence Erlbaum Associates, 314p.

Rovee-Collier, C., Lipsitt, L. P., & Hayne, H. (Eds.). (1998). Advances in infancy research, Volume 12. Stamford, CT: Ablex Publishing Corporation, 464p.

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Chapter in Book - Research

Hayne, H., Imuta, K., & Scarf, D. (2015). Memory development during infancy and early childhood across cultures. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (Vol. 15). (2nd ed.) (pp. 147-154). Oxford, UK: Elsevier. doi: 10.1016/B978-0-08-097086-8.23062-6

Hayne, H., Scarf, D., & Imuta, K. (2015). Childhood memories. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (Vol. 3). (2nd ed.) (pp. 465-470). Oxford, UK: Elsevier. doi: 10.1016/B978-0-08-097086-8.51025-3

Hayne, H., & Tustin, K. (2014). Infants and young children as sources of information about their own lives: Methodology and findings. In G. B. Melton, A. Ben-Arieh, J. Cashmore, G. S. Goodman, & N. K. Worley (Eds.), Sage handbook of child research. Sage.

Fergusson, D., Boden, J., & Hayne, H. (2011). Childhood conduct problems. In P. Gluckman & H. Hayne (Eds.), Improving the transition: Reducing social and psychological morbidity during adolescence: A report from the Prime Minister's Chief Science Advisor. (pp. 59-78). Auckland, New Zealand: Office of the Prime Minister's Science Advisory Committee.

Fergusson, D., McNaughton, S., Hayne, H., & Cunningham, C. (2011). From evidence to policy, programmes and interventions. In P. Gluckman & H. Hayne (Eds.), Improving the transition: Reducing social and psychological morbidity during adolescence: A report from the Prime Minister's Chief Science Advisor. (pp. 287-299). Auckland, New Zealand: Office of the Prime Minister's Science Advisory Committee.

Colombo, M., & Hayne, H. (2010). Episodic memory: Comparative and developmental issues. In M. S. Blumberg, J. H. Freeman, & S. R. Robinson (Eds.), Oxford handbook of developmental behavioral neuroscience. (pp. 617-636). Oxford University Press.

Hayne, H. (2010). Learning and memory during infancy. In J. Low & P. Jose (Eds.), Lifespan development: New Zealand perspectives. (2nd ed.) (pp. 24-31). Auckland, New Zealand: Pearson.

Reese, E., Yan, C., Jack, F., & Hayne, H. (2010). Emerging identities: Narrative and self from early childhood to early adolescence. In K. C. McLean & M. Pasupathi (Eds.), Narrative development in adolescence: Creating the storied self. (pp. 23-43). New York: Springer. doi: 10.1007/978-0-387-89825-4

Zajac, R., & Hayne, H. (2009). Cross-examination: Impact on testimony. In A. Jamieson & A. Moenssens (Eds.), Wiley encyclopedia of forensic science. Wiley. doi: 10.1002/9780470061589.fsa471

Hayne, H., & Simcock, G. (2009). Memory development in toddlers. In M. Courage & N. Cowan (Eds.), The development of memory in infancy and childhood. (pp. 43-68). Hove, UK: Psychology Press.

Hayne, H., & Richmond, J. (2008). Memory. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of infant and early childhood development. (pp. 290-301). Amsterdam: Academic.

Loftus, E. F., Garry, M., & Hayne, H. (2008). Repressed and recovered memory. In E. Borgida & S. T. Fiske (Eds.), Beyond common sense: Psychological science in the courtroom. (pp. 177-194). Malden, USA: Blackwell.

Hayne, H. (2007). Verbal recall of preverbal memories: Implications for the clinic and the courtroom. In M. Garry & H. Hayne (Eds.), Do justice and let the sky fall: Elizabeth F. Loftus and her contributions to science, law, and academic freedom. (pp. 79-103). Mahwah, NJ: Lawrence Erlbaum Associates.

Hayne, H. (2007). Infant memory development: New questions, new answers. In L. M. Oakes & P. J. Bauer (Eds.), Short- and long-term memory in infancy and early childhood: Taking the first steps toward remembering. (pp. 209-239). Oxford University Press.

Hayne, H. (2006). Learning and memory during infancy. In J. Low & P. Jose (Eds.), Lifespan development: New Zealand perspectives. (pp. 31-38). Auckland, New Zealand: Pearson Education.

Gross, J., Hayne, H., & Poole, A. (2006). The use of drawing in interviews with children: A potential pitfall. In J. R. Marrow (Ed.), Focus on child psychology research. (pp. 119-144). New York: Nova Science.

Hayne, H. (2006). Age-related changes in infant memory retrieval: Implications for knowledge acquisition. In Y. Munakata & M. H. Johnson (Eds.), Processes of change in brain and cognitive development: Attention and performance XXI. (pp. 209-231). Oxford University Press.

Hayne, H. (2006). Die entwicklungspsychologie des autobiographischen Gedächtnisses. In H. Welzer & H. J. Markowitsch (Eds.), Warum menschen sich erinnern können: Fortschritte in der interdisziplinären gedächtnisforschung [Why humans to remember can: Progress of the interdisciplinary memory research (bound expenditure)]. (pp. 206-224). Stuttgart, Germany: Klett-Cotta.

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