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Andrea Follmer Greenhoot

Associate Professor
Cognitive Psychology
Co-Director, Developmental Program

Ph.D., 1997, University of North Carolina at Chapel Hill
Research Areas: Cognitive Psychology, Developmental Psychology

Related Links
Cognitive Psychology Program
Developmental Psychology Program
Greenhoot Lab

Research Interests

My work focuses on cognitive development with a special focus on memory development. My research team and I investigate how children and adults come to remember both good and bad experiences in their lives, and how these memories are related to well-being and psychological symptoms. A central theme of this work is the interplay between memory and other aspects of cognitive and social functioning. 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. Our results are yielding critical information about how to best talk with people of different ages about the distressing events in their lives and promote the most adaptive responses to such experiences. The findings also inform developmental models of trauma, memory, and psychopathology. My interests also include statistical methodology, with an emphasis on techniques for the analysis of developmental change.

Selected Publications

Greenhoot, A.F., Sun, S., Bunnell, S.L., & Lindboe, K. (in press). Making sense of childhood trauma: Memory qualities and psychological symptoms in emerging adults with and without abuse histories. Memory.

Greenhoot, A.F. & Sun, S. (in press). Trauma and Memory. In P. Bauer and R. Fivush (Eds.), Handbook on the Development of Children’s Memory. Wiley-Blackwell.  

Principe, G.F., Greenhoot, A.F., & Ceci, S.  (in press). Children as Witnesses. In T. Perfect and S. Lindsay (Eds.), Handbook of Applied Memory. Sage. 

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

Greenhoot, A.F., Johnson, R., Legerski, J.P., & McCloskey, L. (2009). Chronic stress and autobiographical memory functioning. In R. Fivush & J. Quas (Eds.), Stress and Memory in Development: Biological, Social, and Emotional Considerations (pp. 86-117). Oxford: Oxford University Press.

Greenhoot, A.F., & Bunnell, S.L. (2009). Trauma and memory. In B.L. Bottoms, G.S. Goodman, & C.J. Najdowski, (Eds.), Child Victims, Child Offenders: Psychology and Law. Guilford Press.

Greenhoot, A.F., & Semb, P. (2008). Do illustrations enhance preschoolers’ memories for stories? Age related change in the picture-facilitation Effect. Journal of Experimental Child Psychology, 99, 271-287.  

Greenhoot, A.F., Bunnell, S., Curtis, J., & Beyer, A.M. (2008). Trauma and autobiographical memory functioning: Conclusions from a longitudinal study of family violence. In M. Howe, G. Goodman, & D. Cicchetti (Eds.) Stress, Trauma, and Children’s Memory Development: Neurobiological, Cognitive, Clinical, and Legal Perspectives. Oxford: Oxford University Press.

Greenhoot, A.F., & Tsethlikai, M. (2008). Repressed and recovered memories during childhood and adolescence. In K. Kuehnle & M. Connell (Eds.), Child Sexual Abuse: Research, Evaluation, and Testimony for the Courts. John Wiley.

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. (2008). The Evolution of a Term Project: Iterative Course Redesign to Enhance Student Learning.  Public teaching portfolio available at


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