Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

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

^ Top of page

Publications

Tustin, K., & Hayne, H. (2020). Recollection improves with age: Children's and adult's account of their childhood experiences. In Q. Wang & S. Gülgöz (Eds.), Remembering and forgetting early childhood. Abingdon, UK: Routledge.

Colombo, M. S., Bremer, C., Gross, J., Halberstadt, J., & Hayne, H. (2020). “What was his name, again?”: A new method for reducing memory-based errors in an adult false-belief task. Europe's Journal of Psychology, 16(2), 300-316. doi: 10.5964/ejop.v16i2.1998

Gardner, E., Gross, J., & Hayne, H. (2020). The effect of drawing and socioeconomic status on children's reports of a past experience. Journal of Experimental Psychology: Applied, 26(3), 397-410. doi: 10.1037/xap0000264

Ware, E. B., Drummond, B., Gross, J., & Hayne, H. (2020). Giving children a voice about their dental care. Journal of Dentistry for Children, 87(2), 116-119.

Flett, J. A. M., Conner, T. S., Riordan, B. C., Patterson, T., & Hayne, H. (2020). App-based mindfulness meditation for psychological distress and adjustment to college in incoming university students: A pragmatic, randomised, waitlist-controlled trial. Psychology & Health. Advance online publication. doi: 10.1080/08870446.2019.1711089

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.

^ Top of page

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.

^ Top of page

Chapter in Book - Research

Tustin, K., & Hayne, H. (2020). Recollection improves with age: Children's and adult's account of their childhood experiences. In Q. Wang & S. Gülgöz (Eds.), Remembering and forgetting early childhood. Abingdon, UK: Routledge.

Hayne, H., & Richmond, J. (2015). Infant memory. In J. Stein (Ed.), Reference module in neuroscience and biobehavioral psychology. Elsevier. doi: 10.1016/B978-0-12-809324-5.05842-9

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.), The SAGE handbook of child research. (pp. 575-592). 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.

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

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.

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.

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., & 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). 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. (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. (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). 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). 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., & MacDonald, S. (2003). The socialization of autobiographical memory in children and adults: The roles of culture and gender. In R. Fivush & C. A. Haden (Eds.), Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives. (pp. 99-120). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Hayne, H., & Neisser, U. (2003). Amnesia, infantile. In J. H. Byrne (Ed.), Learning & memory. (2nd ed.) (pp. 26-28). New York: Macmillan Reference USA: Thomson Gale.

Barr, R. F., & Hayne, H. (2000). Age-related changes in imitation: Implications for memory development. In C. Rovee-Collier, L. P. Lipsitt & H. Hayne (Eds.), Progress in Infancy Research, Volume 1. (pp. 21-67). Mahwah, NJ: Lawrence Erlbaum Associates.

Rovee-Collier, C., & Hayne, H. (2000). Memory in infancy and early childhood. In E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory. (pp. 267-282). Oxford, UK: Oxford University Press.

Hayne, H. (1996). Categorization in infancy. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in Infancy Research. (pp. 79-120). Norwood, NJ: Ablex.

^ Top of page

Journal - Research Article

Colombo, M. S., Bremer, C., Gross, J., Halberstadt, J., & Hayne, H. (2020). “What was his name, again?”: A new method for reducing memory-based errors in an adult false-belief task. Europe's Journal of Psychology, 16(2), 300-316. doi: 10.5964/ejop.v16i2.1998

Flett, J. A. M., Conner, T. S., Riordan, B. C., Patterson, T., & Hayne, H. (2020). App-based mindfulness meditation for psychological distress and adjustment to college in incoming university students: A pragmatic, randomised, waitlist-controlled trial. Psychology & Health. Advance online publication. doi: 10.1080/08870446.2019.1711089

Ware, E. B., Drummond, B., Gross, J., & Hayne, H. (2020). Giving children a voice about their dental care. Journal of Dentistry for Children, 87(2), 116-119.

Gardner, E., Gross, J., & Hayne, H. (2020). The effect of drawing and socioeconomic status on children's reports of a past experience. Journal of Experimental Psychology: Applied, 26(3), 397-410. doi: 10.1037/xap0000264

Flett, J. A. M., Hayne, H., Riordan, B. C., Thompson, L. M., & Conner, T. S. (2019). Mobile mindfulness meditation: A randomised controlled trial of the effect of two popular apps on mental health. Mindfulness, 10(5), 863-876. doi: 10.1007/s12671-018-1050-9

Flett, J. A. M., Fletcher, B. D., Riordan, B. C., Patterson, T., Hayne, H., & Conner, T. S. (2019). The peril of self-reported adherence in digital interventions: A brief example. Internet Interventions, 18, 100267. doi: 10.1016/j.invent.2019.100267

Tustin, K., & Hayne, H. (2019). Recollection improves with age: Children's and adults' accounts of their childhood experiences. Memory, 27(1), 92-102. doi: 10.1080/09658211.2018.1432661

Zhang, W., Gross, J., & Hayne, H. (2019). Mood impedes monitoring of emotional false memories: Evidence for the associative theories. Memory, 27(2), 198-208. doi: 10.1080/09658211.2018.1498107

Imuta, K., Scarf, D., Carson, S., & Hayne, H. (2018). Children’s learning and memory of an interactive science lesson: Does the context matter? Developmental Psychology, 54(6), 1029-1037. doi: 10.1037/dev0000487

Zhang, W., Gross, J., & Hayne, H. (2018). If you're happy and you know it: Positive moods reduce age-related differences in false memory. Child Development, 89(4), 332-341. doi: 10.1111/cdev.12890

Hayne, H., & Gross, J. (2017). Memory by association: Integrating memories prolongs retention by two-year-olds. Infant Behavior & Development, 46, 7-13. doi: 10.1016/j.infbeh.2016.11.004

Cronin, A., Gross, J., & Hayne, H. (2017). The effect of instruction on children's human figure drawing (HFD) tests: Implications for measurement. Psychology of Aesthetics, Creativity, & the Arts, 11(2), 179-186. doi: 10.1037/aca0000097

Scarf, D., Boden, H., Labuschagne, L. G., Gross, J., & Hayne, H. (2017). "What" and "where" was when? Memory for the temporal order of episodic events in children. Developmental Psychobiology, 59(8), 1039-1045. doi: 10.1002/dev.21553

Macleod, E., Woolford, J., Hobbs, L., Gross, J., Hayne, H., & Patterson, T. (2017). Interviews with children about their mental health problems: The congruence and validity of information that children report. Clinical Child Psychology & Psychiatry, 22(2), 229-244. doi: 10.1177/1359104516653642

Flett, J. A. M., Lie, C., Riordan, B. C., Thompson, L. M., Conner, T. S., & Hayne, H. (2017). Sharpen your pencils: Preliminary evidence that adult coloring reduces depressive symptoms and anxiety. Creativity Research Journal, 29(4), 409-416. doi: 10.1080/10400419.2017.1376505

Zhang, W., Gross, J., & Hayne, H. (2017). The effect of mood on false memory for emotional DRM word lists. Cognition & Emotion, 31(3), 526-537. doi: 10.1080/02699931.2016.1138930

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

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

More publications...