Gwynn MorrisAssociate Professor, Psychology
Areas of Expertise
- Development of autobiographical memory in young children
- Changes in autobiographical memory across the lifespan
- The use of internal states language in recent memories
Gwynn Morris received her Ph.D. in Psychology from North Carolina State University in 2007. Dr. Morris’ areas of interest include development and memory. Her previous work has examined the role of language acquisition in the offset of childhood amnesia and the predictors of which early autobiographical memories will survive over time. Her work is published in several professional journals including Developmental Psychology and Child Development. She is also a faculty member of the Center for Developmental Science in Chapel Hill, NC and a co-sponsor of a regional undergraduate research conference, the Carolinas Psychology Conference.
- Ph.D. Psychology, North Carolina State University, 2007
- M.S. Psychology, North Carolina State University, 2004
- B.S. Biology, University of North Carolina at Chapel Hill, 2000
Faculty Member, Center for Developmental Science, Chapel Hill, NC
Member of the Society for Research in Child Development
- Access Award, Meredith College, 2011
- Ida H. Friday Faculty Award, Meredith College, 2010
- Peterson, C., Morris, G., Baker-Ward, L., Flynn, S. (2013, June 3). Predicting which childhood memories persist: Contributions of memory characteristics. Developmental Psychology. Advance online publication. doi: 10.103/a0033221
- Brown, B.T., Morris, G., Nida, R. E., & Baker-Ward, L. (2012). Brief report: Making experience personal: Internal states language in the memory narratives of children with and without Asperger’s disorder. Journal of Autism and Developmental Disorders, 42, 441-446.
- Morris, G., Baker-Ward, L., & Bauer, P. (2010). What remains of that day: The survival of children’s autobiographical memories across time. Applied Cognitive Psychology, 24, 527-544.
- Morris, G. & Baker-Ward, L. (2007). Fragile but real: Children’s capacity to use newly acquired words to convey preverbal memories. Child Development, 78(2), 448-458.
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