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).
- Memory development
- Interviews with children in clinical and legal contexts
- Risk taking during adolescence
Crawford, E., Woolford, J., Hobbs, L., Gross, J., Hayne, H., & Patterson, T. (2016). Interviews with children about their mental health problems: The congruence and validity of information that children report. Clinical Child Psychology & Psychiatry. Advance online publication. doi: 10.1177/1359104516653642
Hayne, H., Jaeger, K., Sonne, T., & Gross, J. (2016). Visual attention to meaningful stimuli by 1- to 3-year olds: Implications for the measurement of memory. Developmental Psychobiology, 58(7), 808-816. doi: 10.1002/dev.21455
Tustin, K., & Hayne, H. (2016). Early memories come in small packages: Episodic memory in young children and adults. Developmental Psychobiology, 58(7), 852-865. doi: 10.1002/dev.21423
Zhang, W., Gross, J., & Hayne, H. (2016). The effect of mood on false memory for emotional DRM word lists. Cognition & Emotion. Advance online publication. doi: 10.1080/02699931.2016.1138930
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
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.
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 (Vol. 2). 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.
Chapter in Book - Research
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., 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., & 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., 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.
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.
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.
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., & Richmond, J. (2008). Memory. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of infant and early childhood development. (pp. 290-301). Amsterdam: Academic.
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). 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.
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). Learning and memory during infancy. In J. Low & P. Jose (Eds.), Lifespan development: New Zealand perspectives. (pp. 31-38). Auckland, New Zealand: Pearson Education.
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.