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  1. Professor Mark Howe

Professor Mark Howe

Professor of Psychology

School of Arts and Social Sciences , Department of Psychology

Contact Information

Contact

Visit Mark

D432, Social Sciences Building

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Postal Address

City University London
Northampton Square
London
EC1V 0HB
UK

About

Background

Prior to joining the Department of Psychology at City University London in 2013, Professor Howe was University Chair in Developmental Psychology and Co-director of the Centre for Research in Human Development at Lancaster University (2005-2012); Professor of Psychology, Dean of Research, Dean of Graduate Studies, and National Director of the Centre of Excellence for Children and Adolescents with Special Needs, at Lakehead University, Canada (1999-2005); and Professor of Psychology at both Memorial University (1985-1999) and the University of Victoria (1982-1985), Canada.

He has conducted research on memory and cognitive development for over 30 years and has published numerous peer-reviewed articles, chapters, and books. In addition, Professor Howe makes regular media contributions to television, radio and newspapers, and continues to give public lectures on memory and trauma, early memory development, and memory and the law. For over 20 years, he has served as a consultant on memory in the courtroom in Canada, the USA, and the UK, and regularly testifies about matters concerning adult recollections of early childhood experiences.

Professor Howe is currently the Editor of Memory and the Associate Editor of Developmental Review. He is a Fellow of the British Psychological Society, American Psychological Association and Association for Psychological Science.

Research

Research interests

- Adaptive memory and its development
- Autobiographical memory
- False memory
- False memory priming of problem solving
- Mathematical and computational models of memory, reasoning, and their development
- Memory development in children and adults
- Memory and emotion
- Memory and the law
- Memory in traumatised and maltreated children

Recent research grants

- Economic and Social Research Council UK: "The development of priming analogical reasoning using true and false memories." Grant awarded to cover 2012-2015 (£480,000 for 3 years RES-062-23-3327; Mark L. Howe, Principal Investigator; L. J. Ball, Co-investigator).
- Economic and Social Research Council UK: "The role of retrieval processes in false recognition." Grant awarded to cover 2010-2011 (£96,000 for 14 months; RES-000-22-3561, with L. Knott and S. Dewhurst).
- Economic and Social Research Council UK: "The development of children's false memories." Grant awarded to cover 2007-2010 (£375,000 for 3 years; RES-062-23-0452).
- National Institute of Mental Health, USA: "Memory processes in abused and neglected children." (With Dante Cicchetti and Sheree Toth). Grant awarded to cover 2004-2009 ($1.54 million US/for 5 years; RO1-MH068413-01A1).

Publications

Journal Article (123)

  1. Knott, L.M., Threadgold, E. and Howe, M.L. (2014). Negative mood state impairs false memory priming when problem-solving. Journal of Cognitive Psychology.
  2. Otgaar, H. and Howe, M.L. (2014). What kind of memory has evolution wrought?: Introductory Article for the Special Issue of Memory: Adaptive memory: The emergence and nature of proximate mechanisms. Memory, 22(1), 1-8.
  3. Garner, S.R. and Howe, M.L. (2014). False memories from survival processing make better primes for problem-solving. Memory, 22(1), 9-18.
  4. Otgaar, H., Howe, M.L., Peters, M., Smeets, T. and Moritz, S. (May 2014). The production of spontaneous false memories across childhood.. J Exp Child Psychol, 121, 28-41. doi: 10.1016/j.jecp.2013.11.019
  5. Otgaar, H., Howe, M.L., Smeets, T. and Garner, S.R. (2014). Developmental trends in adaptive memory. Memory, 22(1), 103-117.
  6. Otgaar, H., Howe, M., Peters, M., Sauerland, M. and Raymaekers, L. (2013). Developmental trends in different types of spontaneous false memories: Implications for the legal field. Behavioral Sciences and the Law.
  7. Howe, M. and Otgaar, H. (2013). Proximate mechanisms and the development of adaptive memory. Current Directions in Psychological Science.
  8. Howe, M. (2013). Memory lessons from the courtroom: Reflections on being a memory expert on the witness stand. Memory.
  9. Otgaar, H., Howe, M.L., Smeets, T. and Garner, S.R. (2013). Developmental trends in adaptive memory. Memory.
  10. Howe, M., Garner, S.R. and Patel, M. (2013). The positive consequences of false memories. Behavioral Sciences and the Law.
  11. Howe, M.L. (Dec 2013). Memory development: implications for adults recalling childhood experiences in the courtroom.. Nat Rev Neurosci, 14(12), 869-876. doi: 10.1038/nrn3627
  12. Howe, M.L., Threadgold, E., Norbury, J., Garner, S. and Ball, L.J. (Sep 2013). Priming children's and adults' analogical problem solutions with true and false memories.. J Exp Child Psychol, 116(1), 96-103. doi: 10.1016/j.jecp.2013.03.006
  13. Thijssen, J., Otgaar, H., Howe, M.L. and de Ruiter, C. (2013). Emotional true and false memories in children with callous-unemotional traits. Cognition and Emotion, 27(4), 761-768.
  14. Howe, M.L. (2013). Securing the future by remembering the past: But just when does this past and future begin to develop?. Journal of Applied Research in Memory and Cognition, 2(4), 237-239.
  15. Howe, M.L., Threadgold, E., Norbury, J., Garner, S. and Ball, L.J. (2013). Priming children's and adults' analogical problem solutions with true and false memories. Journal of Experimental Child Psychology, 116(1), 96-103.
  16. Dewhurst, S.A., Howe, M.L., Berry, D.M. and Knott, L.M. (2012). Test-induced priming increases false recognition in older but not younger children. Journal of Experimental Child Psychology, 111(1), 101-107.
  17. Otgaar, H., Peters, M. and Howe, M.L. (2012). Dividing attention lowers children's but increases adults' false memories. Journal of Experimental Psychology: Learning Memory and Cognition, 38(1), 204-210.
  18. Knott, L.M., Dewhurst, S.A. and Howe, M.L. (2012). What factors underlie associative and categorical memory illusions? the roles of backward associative strength and interitem connectivity. Journal of Experimental Psychology: Learning Memory and Cognition, 38(1), 229-239.
  19. Howe, M.L. (2011). The adaptive nature of memory and its illusions. Current Directions in Psychological Science, 20(5), 312-315.
  20. Knott, L.M., Howe, M.L., Wimmer, M.C. and Dewhurst, S.A. (2011). The development of automatic and controlled inhibitory retrieval processes in true and false recall. Journal of Experimental Child Psychology, 109(1), 91-108.
  21. Dewhurst, S.A., Knott, L.M. and Howe, M.L. (2011). Test-Induced Priming Impairs Source Monitoring Accuracy in the DRM Procedure. Journal of Experimental Psychology: Learning Memory and Cognition, 37(4), 1001-1007.
  22. Howe, M.L., Toth, S.L. and Cicchetti, D. (2011). Can Maltreated Children Inhibit True and False Memories for Emotional Information?. Child Development, 82(3), 967-981.
  23. Howe, M.L. and Malone, C. (2011). Mood-congruent true and false memory: Effects of depression. Memory, 19(2), 192-201.
  24. Howe, M.L. and Wilkinson, S. (2011). Using story contexts to bias children's true and false memories. Journal of Experimental Child Psychology, 108(1), 77-95.
  25. Howe, M.L., Garner, S.R., Charlesworth, M. and Knott, L. (2011). A brighter side to memory illusions: False memories prime children's and adults' insight-based problem solving. Journal of Experimental Child Psychology, 108(2), 383-393.
  26. Howe, M.L., Garner, S.R., Dewhurst, S.A. and Ball, L.J. (2010). Can false memories prime problem solutions?. Cognition, 117(2), 176-181.
  27. Cicchetti, D., Rogosch, F.A., Howe, M.L. and Toth, S.L. (2010). The effects of maltreatment and neuroendocrine regulation on memory performance. Child Development, 81(5), 1504-1519.
  28. Howe, M.L., Candel, I., Otgaar, H., Malone, C. and Wimmer, M.C. (2010). Valence and the development of immediate and long-term false memory illusions. Memory, 18(1), 58-75.
  29. Howe, M.L. and Derbish, M.H. (2010). On the susceptibility of adaptive memory to false memory illusions. Cognition, 115(2), 252-267.
  30. Wimmer, M.C. and Howe, M.L. (2010). Are children's memory illusions created differently from those of adults? Evidence from levels-of-processing and divided attention paradigms. Journal of Experimental Child Psychology, 107(1), 31-49.
  31. Brainerd, C.J., Reyna, V.F. and Howe, M.L. (2009). Trichotomous Processes in Early Memory Development, Aging, and Neurocognitive Impairment: A Unified Theory. Psychological Review, 116(4), 783-832.
  32. Wimmer, M.C. and Howe, M.L. (2009). The development of automatic associative processes and children's false memories. Journal of Experimental Child Psychology, 104(4), 447-465.
  33. Marche, T.A., Howe, M.L., Lane, D.G., Owre, K.P. and Briere, J.L. (2009). Invariance of cognitive triage in the development of recall in adulthood. Memory, 17(5), 518-527.
  34. Howe, M.L., Wimmer, M.C., Gagnon, N. and Plumpton, S. (2009). An associative-activation theory of children's and adults' memory illusions. Journal of Memory and Language, 60(2), 229-251.
  35. Howe, M.L., Wimmer, M.C. and Blease, K. (2009). The role of associative strength in children's false memory illusions. Memory, 17(1), 8-16.
  36. Howe, M.L. (2008). What Is False Memory Development the Development of? Comment on Brainerd, Reyna, and Ceci (2008). Psychological Bulletin, 134(5), 768-772.
  37. Brainerd, C.J., Yang, Y., Reyna, V.F., Howe, M.L. and Mills, B.A. (2008). Semantic processing in "associative" false memory. Psychonomic Bulletin and Review, 15(6), 1035-1053.
  38. Howe, M.L., Gagnon, N. and Thouas, L. (2008). Development of false memories in bilingual children and adults. Journal of Memory and Language, 58(3), 669-681.
  39. Howe, M.L. (2008). Visual distinctiveness and the development of children's false memories. Child Development, 79(1), 65-79.
  40. Howe, M.L. (2007). Children's emotional false memories. Psychological Science, 18(10), 856-860.
  41. Howe, M.L. (2006). Developmental invariance in distinctiveness effects in memory. Developmental Psychology, 42(6), 1193-1205.
  42. Howe, M.L., Cicchetti, D. and Toth, S.L. (2006). Children's basic memory processes, stress, and maltreatment. Development and Psychopathology, 18(3), 759-769.
  43. Howe, M.L. (2006). Developmentally invariant dissociations in children's true and false memories: Not all relatedness is created equal. Child Development, 77(4), 1112-1123.
  44. Howe, M.L. and Lewis, M.D. (2005). The importance of dynamic systems approaches for understanding development. Developmental Review, 25(3-4), 247-251.
  45. Howe, M.L. (2005). Children (but not adults) can inhibit false memories. Psychological Science, 16(12), 927-931.
  46. Courage, M.L. and Howe, M.L. (2004). Advances in early memory development research: Insights about the dark side of the moon. Developmental Review, 24(1), 6-32.
  47. Courage, M.L., Howe, M.L. and Squires, S.E. (2004). Individual differences in 3.5-month-olds' visual attention: What do they predict at 1 year?. Infant Behavior and Development, 27(1), 19-30.
  48. Howe, M.L., Cicchetti, D., Toth, S.L. and Cerrito, B.M. (2004). True and false memories in maltreated children. Child Development, 75(5), 1402-1417.
  49. Howe, M.L. (2004). The Role of Conceptual Recoding in Reducing Children's Retroactive Interference. Developmental Psychology, 40(2), 131-139.
  50. Howe, M.L. and Courage, M.L. (2004). Demystifying the beginnings of memory. Developmental Review, 24(1), 1-5.
  51. Courage, M.L., Edison, S.C. and Howe, M.L. (2004). Variability in the early development of visual self-recognition. Infant Behavior and Development, 27(4), 509-532.
  52. Howe, M.L., Courage, M.L. and Edison, S.C. (2003). When autobiographical memory begins. Developmental Review, 23(4), 471-494.
  53. Howe, M.L. (2003). Memories from the cradle. Current Directions in Psychological Science, 12(2), 62-65.
  54. Rabinowitz, F.M., Howe, M.L. and Saunders, K. (2002). Age, memory load, and individual differences in working memory as determinants of class-inclusion reasoning. Journal of Experimental Child Psychology, 81(2), 157-193.
  55. Howe, M. (2002). The truth about false memories. American Journal of Psychology, 115, 308-314.
  56. Howe, M.L. (2002). The role of intentional forgetting in reducing children's retroactive interference.. Developmental Psychology, 38(1), 3-14.
  57. Courage, M.L. and Howe, M.L. (2002). From infant to child: The dynamics of cognitive change in the second year of life. Psychological Bulletin, 128(2), 250-277.
  58. Howe, M.L. (2002). False memory creation in children and adults. AMERICAN JOURNAL OF PSYCHOLOGY, 115(2), 308-314. doi: 10.2307/1423442
  59. Courage, M.L. and Howe, M.L. (2001). Long-Term Retention in 3.5-Month-Olds: Familiarization Time and Individual Differences in Attentional Style. Journal of Experimental Child Psychology, 79(3), 271-293.
  60. Howe, M.L., Courage, M.L., Vernescu, R. and Hunt, M. (2000). Distinctiveness effects in children's long-term retention.. Developmental Psychology, 36(6), 778-792.
  61. Howe, M. (2000). Historical and future trends in studying the development of long-term retention. Monographs of the Society for Research in Child Development, 65(4), 205-213.
  62. Howe, M.L. (1998). Language is Never Enough: Memories are More than Words Reveal. Applied Cognitive Psychology, 12(5), 475-481.
  63. Courage, M.L. and Howe, M.L. (1998). The Ebb and Flow of Infant Attentional Preferences: Evidence for Long-term Recognition Memory in 3-Month-Olds. Journal of Experimental Child Psychology, 70(1), 26-53.
  64. Howe, M.L. (1998). Individual differences in factors that modulate storage and retrieval of traumatic memories. Development and Psychopathology, 10(4), 681-698.
  65. Howe, M.L., Rabinowitz, F.M. and Powell, T.L. (1998). Individual differences in working memory and reasoning-remembering relationships in solving class-inclusion problems. Memory and Cognition, 26(5), 1089-1101.
  66. Howe, M.L. (1998). When Distinctiveness Fails, False Memories Prevail. Journal of Experimental Child Psychology, 71(2), 170-177.
  67. O'Sullivan, J.T. and Howe, M.L. (Mar 1998). A different view of metamemory with illustrations from children's beliefs about long-term retention. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 13(1), 9-28.
  68. Howe, M.L. (1997). Children's memory for traumatic experiences. Learning and Individual Differences, 9(2), 153-174.
  69. Howe, M.L. and Rabinowitz, F.M. (Dec 1997). Categorical variables in developmental research: Methods of analysis.. JOURNAL OF MATHEMATICAL PSYCHOLOGY, 41(4), 440-443. doi: 10.1006/jmps.1997.1180
  70. Howe, M. and Rabinowitz, F.M. (1997). Analyzing development, categorically. Journal of Mathematical Psychology, 41, 440-443.
  71. Howe, M.L. (Jun 1997). Memory performance and competencies: Issues in growth and development - Weinert,FE, Schneider,W. APPLIED COGNITIVE PSYCHOLOGY, 11(3), 271-273. doi: 10.1002/(SICI)1099-0720(199706)11:3<271::AID-ACP468>3.0.CO;2-S
  72. Howe, M.L. and Courage, M.L. (1997). Independent Paths in the Development of Infant Learning and Forgetting. Journal of Experimental Child Psychology, 67(2), 131-163.
  73. Howe, M.L. and O'Sullivan, J.T. (1997). What Children's Memories Tell Us about Recalling Our Childhoods: A Review of Storage and Retrieval Processes in the Development of Long-Term Retention. Developmental Review, 17(2), 148-204.
  74. Howe, M. (1997). Memory is as memory develops: The view today, but where tomorrow?. Applied Cognitive Psychology, 11, 271-273.
  75. Howe, M.L. and Courage, M.L. (1997). The Emergence and Early Development of Autobiographical Memory. Psychological Review, 104(3), 499-523.
  76. Howe, M.L. and Rabinowitz, F.M. (1996). Reasoning from memory: A lifespan inquiry into the necessity of remembering when reasoning about class inclusion. Journal of Experimental Child Psychology, 61(1), 1-42.
  77. O'Sullivan, J.T., Howe, M.L. and Marche, T.A. (1996). Children's Beliefs about Long-Term Retention. Child Development, 67(6), 2989-3009.
  78. O'Sullivan, J.T. and Howe, M.L. (1996). Causal attributions and reading achievement: Individual differences in low-income families. Contemporary Educational Psychology, 21(4), 363-387.
  79. Howe, M.L., Courage, M.L. and Peterson, C. (1995). Intrusions in preschoolers' recall of traumatic childhood events. Psychonomic Bulletin & Review, 2(1), 130-134.
  80. O'Sullivan, J.T. and Howe, M.L. (1995). Metamemory and Memory Construction. Consciousness and Cognition, 4(1), 104-110.
  81. Marche, T.A. and Howe, M.L. (1995). Preschoolers Report Misinformation Despite Accurate Memory. Developmental Psychology, 31(4), 554-567.
  82. Howe, M.L. (1995). Interference Effects in Young Children's Long-Term Retention. Developmental Psychology, 31(4), 579-596.
  83. Rabinowitz, F.M., Grant, M.J., Howe, M.L. and Walsh, C. (1994). Reasoning in Middle Childhood: A Dynamic Model of Performance on Transitivity Tasks. Journal of Experimental Child Psychology, 58(2), 252-288.
  84. Howe, M.L. and Rabinowitz, F.M. (1994). Dynamic Modeling, Chaos, and Cognitive Development. Journal of Experimental Child Psychology, 58(2), 184-199.
  85. Howe, M.L., Courage, M.L. and Peterson, C. (1994). How Can I Remember When "I" Wasn′t There: Long-Term Retention of Traumatic Experiences and Emergence of the Cognitive Self. Consciousness and Cognition, 3(3-4), 327-355.
  86. Howe, M.L. (1994). Dynamic Modeling of Cognitive Development. Journal of Experimental Child Psychology, 58(2), 181-183.
  87. Howe, M. and Rabinowitz, F.M. (1994). Development, learning, and consciousness. Behavioral and Brain Sciences, 17, 407-407.
  88. Rabinowitz, F.M. and Howe, M.L. (1994). Development of the Middle Concept. Journal of Experimental Child Psychology, 57(3), 418-448.
  89. Howe, M.L. (1994). Dynamics of cognitive development: A unifying approach to universal trends and individual differences. Learning and Individual Differences, 6(3), 365-377.
  90. Brainerd, C.J., Reyna, V.F., Harnishfeger, K.K. and Howe, M.L. (1993). Is Retrievability Grouping Good for Recall?. Journal of Experimental Psychology: General, 122(2), 249-268.
  91. Howe, M.L. and Courage, M.L. (1993). On resolving the enigma of infantile amnesia. Psychological Bulletin, 113(2), 305-326.
  92. Howe, M.L., Courage, M.L. and Bryant-Brown, L. (1993). Reinstating Preschoolers' Memories. Developmental Psychology, 29(5), 854-869.
  93. Howe, M.L., Michael Rabinowitz, F. and Grant, M.J. (1993). On measuring (in)dependence of cognitive processes. Psychological Review, 100(4), 737-747.
  94. Howe, M. and Rabinowitz, F.M. (1991). Development: Sequences, structure, and chaos. Annals of Theoretical Psychology, 7, 65-71.
  95. Howe, M.L. and Rabinowitz, F.M. (1991). Gist another panacea? Or just the illusion of inclusion. Developmental Review, 11(4), 305-316.
  96. Howe, M., Montevecchi, W.A., Rabinowitz, F.M. and Stones, M.J. (1991). Modeling adaptation in the next generation: A developmental perspective. Behavioral and Brain Sciences, 14, 100-101.
  97. Howe, M.L. (1991). Misleading Children's Story Recall: Forgetting and Reminiscence of the Facts. Developmental Psychology, 27(5), 746-762.
  98. Brainerd, C.J., Reyna, V.F., Howe, M.L. and Kevershan, J. (1991). Fuzzy-Trace Theory and Cognitive Triage in Memory Development. Developmental Psychology, 27(3), 351-369.
  99. Brainerd, C.J., Reyna, V.F. and Howe, M.L. (1990). Children's cognitive triage: Optimal retrieval or effortful processing?. Journal of Experimental Child Psychology, 49(3), 428-447.
  100. Brainerd, C.J., Reyna, V.F., Howe, M. and Kevershan, J. (1990). The last shall be first: How memory strength affects children's retrieval. Psychological Science, 1, 247-252.
  101. Howe, M.L. and Rabinowitz, F.M. (1990). Resource panacea? Or just another day in the developmental forest. Developmental Review, 10(1), 125-154.
  102. Howe, M.L. and Brainerd, C.J. (1989). Development of children's long-term retention. Developmental Review, 9(4), 301-340.
  103. Rabinowitz, F.M., Howe, M.L. and Lawrence, J.A. (1989). Class inclusion and working memory. Journal of Experimental Child Psychology, 48(3), 379-409.
  104. Howe, M.L. and Rabinowitz, F.M. (1989). On the uninterpretability of dual-task performance. Journal of Experimental Child Psychology, 47(1), 32-38.
  105. Howe, M.L., O'Sullivan, J.T., Brainerd, C.J. and Kingma, J. (1989). Localizing the development of ability differences in organized memory. Contemporary Educational Psychology, 14(4), 336-356.
  106. Kingma, J., Brainerd, C.J. and Howe, M. (1986). Spread of encoding and the development of organization in memory. Canadian Journal of Psychology, 40, 203-223.
  107. Howe, M.L. and Hunter, M.A. (1986). Long-term memory in adulthood: An examination of the development of storage and retrieval processes at acquisition and retention. Developmental Review, 6(4), 334-364.
  108. Brainerd, C.J., Kingma, J. and Howe, M. (1985). On the development of forgetting. Child Development, 56, 1103-1119.
  109. Howe, M. and Hunter, M.A. (1985). Adult age differences in storage-retrieval processes: A stages-of-learning analysis of developmental interactions in concreteness effects. Canadian Journal of Psychology, 39, 130-150.
  110. Howe, M. (1985). Storage and retrieval of associative clusters: A stages-of-learning analysis of associative memory traces. Canadian Journal of Psychology, 39, 34-53.
  111. Howe, M.L., Brainerd, C.J. and Kingma, J. (1985). Development of organization in recall: A stages-of-learning analysis. Journal of Experimental Child Psychology, 39(2), 230-251.
  112. Howe, M., Brainerd, C.J. and Kingma, J. (1985). Storage-retrieval processes of normal and learning-disabled children: A stages-of-learning analysis of picture-word effects. Child Development, 56, 1120-1133.
  113. Brainerd, C.J., Howe, M., Kingma, J. and Brainerd, S.H. (1984). Explaining category interference effects in associative memory. 38, 454-477.
  114. Brainerd, C.J., Howe, M.L., Kingma, J. and Brainerd, S.H. (1984). On the measurement of storage and retrieval contributions to memory development. Journal of Experimental Child Psychology, 37(3), 478-499.
  115. Brainerd, C.J., Howe, M. and Desrochers, A. (1982). The general theory of two-stage learning: A mathematical review with illustrations from memory development. Psychological Bulletin, 91, 634-665.
  116. Brainerd, C.J. and Howe, M. (1982). Stages-of-learning analysis of developmental interactions in memory, with illustrations from developmental interactions in picture-word effects. Developmental Review, 2, 251-273.
  117. Brainerd, C.J., Howe, M.L. and Kingma, J. (1982). An identifiable model of two-stage learning. Journal of Mathematical Psychology, 26(3), 263-293.
  118. Brainerd, C.J., Desrochers, A. and Howe, M. (1981). Stages-of-learning analysis of picture-word effects in associative memory. Journal of Experimental Psychology: Human Learning and Memory, 7, 1-14.
  119. Brainerd, C.J., Howe, M. and Desrochers, A. (1980). Interpreting associative-learning stages. Journal of Experimental Psychology: Learning, Memory, and Cognition, 6, 754-765.
  120. Brainerd, C.J. and Howe, M. (1980). Developmental invariance in a mathematical model of associative learning. Child Development, 51, 349-363.
  121. Brainerd, C.J. and Howe, M. (1979). An attentional analysis of small cardinal number concepts in five-year-olds. Canadian Journal of Behavioural Science, 11, 112-113.
  122. Brainerd, C.J. and Howe, M. (1978). The origins of all-or-none learning. Child Development, 49, 1028-1034.
  123. Brainerd, C.J., Reyna, V.F., Howe, M. and Kingma, J. (). Development of forgetting and reminiscence. Monographs of the Society for Research in Child Development, 55(3-4).

Book (9)

  1. (2014). What is Adaptive about Adaptive Memory?. New York, US: Oxford University Press.
  2. (31 Jul 2012). Development of Long-Term Retention. Springer Verlag. ISBN: 1461277027.
  3. Howe, M.L. (26 May 2011). The Nature of Early Memory. OUP USA. ISBN: 0195381416.
  4. Howe, M.L., Goodman, G.S. and Cicchetti, D. (10 Apr 2008). Stress, Trauma, and Children's Memory Development:Neurobiological, Cognitive, Clinical, and Legal Perspectives. Oxford University Press, USA. ISBN: 019530845X.
  5. Howe, M.L. (2000). The Fate of Early Memories. APA Books. ISBN: 1557986282.
  6. (1993). Emerging Themes in Cognitive Development: Foundations. Springer. ISBN: 038797816X.
  7. (1993). Emerging Themes in Cognitive Development: Competencies. Springer. ISBN: 0387978178.
  8. (1990). Cognitive and Behavioral Performance Factors in Atypical Aging. Springer. ISBN: 1461389496.
  9. (1988). Cognitive Development in Adulthood. Springer. ISBN: 1461283779.

Chapter (24)

  1. Howe, M. (2015). Memory development. Lerner, R.M., Liben, L. and Mueller, U. (Ed.), Handbook of child psychology and developmental science (pp. 203-249) (7th). New York, US: Wiley.
  2. Howe, M. (22 Jan 2013). Feats of early memory: Courtroom tales of what adults claim to remember about early childhood events. Holliday, R. and Marche, T. (Ed.), Child Forensic Psychology (pp. ) Palgrave Macmillan. ISBN: 0230577083.
  3. Howe, M. and Derbish, M.H. (2013). Adaptive memory: Survival processing, ancestral relevance, and the role of elaboration. Schwartz, B.L., Howe, M., Toglia, M.P. and Otgaar, H. (Ed.), What is Adaptive about Adaptive Memory? New York, US: Oxford University Press.
  4. Otgaar, H., Howe, M., Schwartz, B.L. and Toglia, M.P. (2013). What is adaptive memory?. Schwartz, B.L., Howe, M.L., Toglia, M.P. and Otgaar, H. (Ed.), What is Adaptive about Adaptive Memory? New York, US: Oxford University Press.
  5. Howe, M. (2013). The co-emergence of the self and autobiographical memory: An adaptive view of early memory. Bauer, P.J. and Fivush, R. (Ed.), Wiley-Blackwell Handbook on the Development of Children’s Memory New York, US: Wiley-Blackwell.
  6. Otgaar, H., Howe, M., Smeets, T., Raymaekers, L. and van Beers, J. (2013). Memory errors in adaptive memory. Schwartz, B.L., Howe, M., Toglia, M.P. and Otgaar, H. (Ed.), What is Adaptive about Adaptive Memory? New York, US: Oxford University Press.
  7. Howe, M., Courage, M.L. and Rooksby, M. (2009). The genesis and development of autobiographical memory. Courage, M. and Cowan, N. (Ed.), The Development of Memory in Infancy and Childhood (pp. 177-196) Taylor & Francis US. ISBN: 1841696420.
  8. Courage, M.L., Howe, M., Ilkowska, M., Engle, R.W., Kossowska, M., Orehek, E., Kruglanski, A.W., McVay, J.C., Kane, M.J., Marszal-Wisniewska, M., Zajusz, D., Orzechowski, J., Sedek, G. and Brzezicka, A. (Dec 2009). Individual differences in working memory and higher-order processing – The commentaries. Gruszka, A., Matthews, G. and Szymura, B. (Ed.), Handbook of Individual Differences in Cognition (pp. 419-439) Springer. ISBN: 144191210X.
  9. Howe, M. and Courage, M.L. (Dec 2009). Autobiographical memory: Individual differences and developmental course. Gruszka, A., Matthews, G. and Szymura, B. (Ed.), Handbook of Individual Differences in Cognition (pp. ) Springer. ISBN: 144191210X.
  10. Howe, M. (01 Mar 2008). The nature of infantile amnesia. Byrne, J. (Ed.), Learning and Memory: A Comprehensive Reference, Four-Volume Set (pp. 287-297) Academic Press. ISBN: 0123705045.
  11. Howe, M., Goodman, G.S. and Cicchetti, D. (10 Apr 2008). Prologue: Turning science into practice. Howe, M.L., Goodman, G.S. and Cicchetti, D. (Ed.), Stress, Trauma, and Children's Memory Development:Neurobiological, Cognitive, Clinical, and Legal Perspectives (pp. 1-8) Oxford University Press, USA. ISBN: 019530845X.
  12. Howe, M., Toth, S. and Cicchetti, D. (17 Feb 2006). Memory and developmental psychopathology. Cohen, D.J. (Ed.), Developmental Psychopathology, Developmental Neuroscience (pp. 629-655) Wiley. ISBN: 0470048190.
  13. Howe, M. (06 Apr 2006). Distinctiveness effects in children’s memory. Hunt, R.R. and Worthen, J.B. (Ed.), Distinctiveness and Memory (pp. 237-257) Oxford University Press, USA. ISBN: 0195169662.
  14. Howe, M. (2004). Early memory, early self, and the emergence of autobiographical memory. Beike, D.R., Lampinen, J.M. and Behrend, D.A. (Ed.), The Self And Memory (pp. 45-72) ISBN: 1841690783.
  15. Howe, M. (1998). Opinion (on infantile amnesia). Williams, W.M. and Stephen J Ceci, P. (Ed.), Escaping the Advice Trap (pp. ) Andrews McMeel Publishing. ISBN: 0836252152.
  16. Howe, M., Courage, M.L. and Peterson, C. (1996). How can I remember when "I" wasn't there: Long-term retention of traumatic experiences and emergence of the cognitive self. Pezdek, K. and Banks, W.P. (Ed.), The recovered memory/false memory debate (pp. 121-149) Academic Press. ISBN: 0125529759.
  17. Howe, M. and Pasnak, R. (1993). Shifting conceptions of cognitive development. Howe, M.L. and Pasnak, R. (Ed.), Emerging Themes in Cognitive Development: Foundations (pp. 267-276) Springer. ISBN: 038797816X.
  18. Pasnak, R. and Howe, M. (1993). New approaches to the development of cognitive competence. Howe, M.L. and Pasnak, R. (Ed.), Emerging Themes in Cognitive Development: Competencies (pp. 219-240) Springer. ISBN: 0387978178.
  19. Howe, M., O'Sullivan, J.T. and Marche, T. (1992). Toward a theory of the development of long-term retention. Howe, M.L., Brainerd, C.J. and Reyna, V.F. (Ed.), Development of Long-Term Retention (pp. 245-255) Springer Verlag. ISBN: 1461277027.
  20. Howe, M., Kelland, A., Bryant-Brown, L. and Clark, S.L. (1992). Measuring the development of children's amnesia and hypermnesia. Howe, M.L., Brainerd, C.J. and Reyna, V.F. (Ed.), Development of Long-Term Retention (pp. 56-102) Springer Verlag. ISBN: 1461277027.
  21. Howe, M. and O'Sullivan, J.T. (1990). The development of strategic memory: Coordinating knowledge, metamemory, and resources. Bjorklund, D.F. (Ed.), Children's Strategies (pp. 129-155) Psychology Press. ISBN: 0805803157.
  22. Howe, M. (1990). Development of a mathematical model of memory for clinical research applications in aging. Howe, M.L., Stones, M.J. and Brainerd, C.J. (Ed.), Cognitive and Behavioral Performance Factors in Atypical Aging (pp. 3-36) Springer. ISBN: 1461389496.
  23. Howe, M. (1988). Measuring memory development in adulthood: A model-based approach to disentangling storage-retrieval contributions. Howe, M.L. and Brainerd, C.J. (Ed.), Cognitive Development in Adulthood (pp. 39-64) Springer. ISBN: 1461283779.
  24. Brainerd, C.J., Kingma, J. and Howe, M. (1986). Long term memory development and learning disability: Storage and retrieval loci of disabled/nondisabled differences. Ceci, S.J. (Ed.), Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities (pp. 161-184) Routledge. ISBN: 0898597978.

Other Activities

Editorial Activities (6)

  • Howe, M. L., & Courage, M. L. (Eds.) (2004). The nature and consequences of very early memory development [Special Issue]. Developmental Review, 24[1].
  • Howe, M. L., & Lewis, M. D. (Eds.) (2005). Development as self-organization: New approaches to the psychology and neurobiology of development [Special Issue]. Developmental Review, 25(3/4).
  • Courage, M. L., & Howe, M. L. (Eds.) (2010). Television and toddlers: The medium, the message, and their impact on early cognitive development [Special Issue]. Developmental Review, 30(2).
  • Conway, M. A., & Howe, M. L. (Eds.) (2013). Memory and the law: Case studies [Special Issue]. Memory, 21(5).
  • Howe, M. L., & Otgaar, H. (Eds.) (2014). Adaptive memory: The emergence and nature of proximate mechanisms [Special Double Issue]. Memory, 22(1-2).