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  1. Elizabeth A. Franz & Harlene Hayne (2006). The Preservation of Academic Freedom: Tenure is Not Enough. Behavioral and Brain Sciences 29 (6):576-577.
    The original purpose of tenure has become clouded by the process by which it is granted. In New Zealand, tenure and academic freedom are separate, with academic freedom protected by legislation. Clearly, tenure is neither necessary nor sufficient to protect academic freedom. Individuals and universities must do more to guard academic freedom in order to encourage, nurture, and protect it. (Published Online February 8 2007).
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  2. Harlene Hayne, Maryanne Garry & Elizabeth F. Loftus (2006). On the Continuing Lack of Scientific Evidence for Repression. Behavioral and Brain Sciences 29 (5):521-522.
    The forgetting and remembering phenomena that Erdelyi outlines here have little to do with the concept of repression. None of the research that he describes shows that it is possible for people to repress (and then recover) memories for entire, significant, and potentially emotion-laden events. In the absence of scientific evidence, we continue to challenge the validity of the concept of repression.
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  3. Rachel Zajac & Harlene Hayne (2003). I Don't Think That's What< Em> Really Happened: The Effect of Cross-Examination on the Accuracy of Children's Reports. Journal of Experimental Psychology: Applied 9 (3):187.
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  4. Carolyn Rovee-Collier, Harlene Hayne & Michael Colombo (eds.) (2001). The Development of Implicit and Explicit Memory. Amsterdam: J Benjamins.
    This is the only book that examines the theory and data on the development of implicit and explicit memory. It first describes the characteristics of implicit and explicit memory (including conscious recollection) and tasks used with adults to measure them. Next, it reviews the brain mechanisms thought to underlie implicit and explicit memory and the studies with amnesics that initially prompted the search for different neuroanatomically-based memory systems. Two chapters review the Jacksonian (first in, last out) principle and empirical evidence (...)
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  5. Julien Gross & Harlene Hayne (1999). Drawing Facilitates Children's Verbal Reports After Long Delays. Journal of Experimental Psychology: Applied 5 (3):265.
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  6. Harlene Hayne (1998). Out of the Mouths of Babes: A Hierarchical View of Imitation by Human Infants. Behavioral and Brain Sciences 21 (5):692-693.
    Byrne & Russon have argued that imitation is not an all-or-none phenomenon but may instead occur at different levels. Although I applaud their theoretical framework, their data provide little empirical support for the theory. Data from studies of human infants, however, are consistent with the view that imitation may occur at different levels. These data may provide better support for Byrne & Russon's hierarchical view of imitation than the nonhuman primate data that their theory was developed to explain.
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