Andrea Follmer Greenhoot
Director, Developmental Program
Acting Associate Director, Center for Teaching Excellence
Ph.D., 1997, University of North Carolina at Chapel Hill
Research Areas: Cognitive Psychology, Developmental Psychology
My work focuses on cognitive development with a special focus on memory development. Most of my research looks at how children and adults come to remember both good and bad experiences in their lives, and how these memories are related to well-being. Several of our projects examine autobiographical memory in teens and young adults exposed to various forms of abuse during childhood. We are investigating how these and other significant life experiences are retained and made sense of in memory. We are also examining the role of parent-child conversation in shaping how young children react to and remember negative events. The findings shed new light on big debates about emotional and traumatic memories, and on the role of social interaction as a driver of personal recollections. They also yield critical information about how to best talk with people of different ages about the distressing events in their lives.
My other research involves the application of cognitive and developmental science to applied questions about teaching and learning in higher education. This work looks at strategies for improving student learning in a research university context, for assessing student learning, and for using the evidence to improve the design and delivery of education.
Selected Memory Publications
Greenhoot, A.F. & Sun, S. (2014). Trauma and Memory. In P. Bauer and R. Fivush (Eds.), Handbook on the Development of Children’s Memory, pp. 774-803. Wiley-Blackwell.
Principe, G.F., Greenhoot, A.F., & Ceci, S. (2014). Children as Witnesses. In T. Perfect and S. Lindsay (Eds.), Handbook of Applied Memory. Sage.
Greenhoot, A.F. & Mclean, K. (2013.) Meaning in Personal Memories: Is More Always Better? Memory, 21(1), 2 - 9.
Greenhoot, A.F., Sun, S., & Bunnell, S.L., & Lindboe, K. (2013). Making sense of childhood trauma: Memory qualities and psychological symptoms in emerging adults with and without abuse histories. Memory, 21(1), 125 – 142.
Bunnell, S.L., & Greenhoot, A.F. (2012). When and Why Does Abuse Predict Reduced Autobiographical Memory Specificity? Memory, 20, 121-137.
Greenhoot, A.F. (2011). Retrospective methods in developmental science. In B. Laursen, T. Little, & N. Card (Eds.), Handbook of Developmental Research Methods. New York, NY: Guilford Press, pp. 196–210
Selected Teaching Publications
Greenhoot, A.F., & Bernstein, D. (2011/2012). Using the VALUE rubrics as a tool in evaluating a teaching innovation. Peer Review, Fall 2011/Winter 2012, 22-26.
Greenhoot, A.F. (2013). Using Scaffolding and Metacognitive Processes to Improve Critical Thinking in the Disciplines. In R. J. Thompson Jr. (Ed.), Changing the Conversation about Higher Education. Lanham, Maryland: R&L Education.
Bernstein, D. & Greenhoot, A.F. (2014). Team-Designed Improvement of Writing and Critical Thinking in Large Undergraduate Courses. Teaching and Learning Inquiry,2(1), 39-61.
Greenhoot, A.F. (2008/2012). The Evolution of a Term Project: Iterative Course Redesign to Enhance Student Learning. Public teaching portfolio available at http://www.cte.ku.edu/portfolios/greenhoot#summary