Lynne Baker-Ward
North Carolina State University · Psychology
Active 1984–2021
About
Lynne Baker-Ward is an unpaid Emeritus Professor in the Department of Psychology at NC State University, where she has been a faculty member since 1985. Her research specialty is in cognitive development, with a particular focus on memory development. Much of her work examines age-related cognitive changes affecting children’s capacities to provide testimony in legal proceedings and explores how different approaches to managing child witnesses influence the accuracy and completeness of their reports. She conducts research with the Memory and Narrative Development Laboratory, investigating autobiographical memory development, early autobiographical memories, and socio-cultural variations in children’s memory socialization and narrative production. Her studies also address age-related changes in meaning-making through narrative and the factors influencing children’s ability to remember salient personal experiences, including medical procedures. Dr. Baker-Ward has contributed significantly to understanding the development of memory and narrative, and her work has implications for legal, educational, and psychological contexts.
Selected publications
Family Socialization of Memory
Cambridge University Press eBooks · 2021-05-28
book-chapter1st authorCorrespondingA summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Cambridge University Press eBooks · 2021-05-28
book-chapter1st authorCorrespondingA summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
2021-01-01 · 11 citations
book-chapter1st authorCorrespondingChildren’s Reports of Personal Experiences
Cambridge University Press eBooks · 2021-05-28
book-chapter1st authorCorrespondingResponding to a controversy regarding young witnesses’ legal testimony in cases of child abuse, Professor Ornstein implemented a program of research designed to inform the assessment of children’s reports of forensically relevant events. This chapter provides an overview of this extensive work. Following a discussion of the extant scientific and societal contexts, we examine the research paradigm that enabled Ornstein and his colleagues to investigate ethically children’s reports of real-world, sometimes stressful experiences under conditions of experimental control. Next, we describe differences in the event reports provided by children between the ages of 3 and 7 as documented in this research, and explore the underlying explanations for these differences. We continue with an examination of the contributions of Ornstein and his colleagues for obtaining and evaluating children’s eyewitness testimony, and discuss some continuing challenges for understanding children’s memory for salient experiences.
Classroom Socialization of Memory
Cambridge University Press eBooks · 2021-05-28
book-chapter1st authorCorrespondingA summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Journal of Pediatric Nursing · 2021-01-02 · 8 citations
articleThe Emergence of the Developmental Science of Memory
Cambridge University Press eBooks · 2021-05-28
book-chapter1st authorCorrespondingIn this introduction to The Development of Children’s Memory: The Scientific Contributions of Peter A. Ornstein, we provide biographical information for Professor Ornstein and identify some contextual influences on his work. We then examine the four distinct but interrelated programs of research he conducted that form the structure for this volume. Next, we briefly describe the chapters that are included in the review of each research program and introduce the authors. Ornstein’s scientific development over his 50 years in research is depicted as moving from the study of age-related changes in memory performance to an increasing emphasis on the developmental processes that result in skilled remembering in children. This transition both reflected and contributed to the emergence of a developmental science of memory.
Cambridge University Press eBooks · 2021-05-28
book-chapter1st authorCorrespondingA summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Cambridge University Press eBooks · 2021-05-28
book-chapter1st authorCorrespondingA summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Cambridge University Press eBooks · 2021-05-28
book-chapter1st authorCorrespondingA summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Labs
Memory and Narrative Development (M&ND) LaboratoryPI
Awards & honors
- Fellow of the Association for Psychological Science
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