Loyola University Chicago

Department of Psychology

Catherine Haden

Title: Professor 
Office: 113 Coffey Hall
Phone: 773-508-8226

 
Background Information
Post-Doctorate Fellowship(s): Center for Developmental Science, University of North Carolina at Chapel Hill
Doctorate: Ph.D., Emory University, Specialty: Cognition and Development in Psychology
Masters: M.A., Emory University, Specialty: Cognition and Development in Psychology 
Bachelors: B.S., Wake Forest University, Major: Psychology
 
Additional Information
Researchgate: Catherine Haden
Google Scholar:  Catherine Haden Google Scholar 
 
Classes Taught:
PSYC 306 Research Methods
PSYC 318 Laboratory in Developmental Psychology
 
Research Interests
Dr. Haden's research program focuses on how children's interactions with their caregivers can influence what they learn and remember.  Recent work addresses how parent-child conversations during hands-on activities impact children's learning about science, technology, engineering and mathematics (STEM).  Dr. Haden's research also considers whether parent-child conversations and hands-on activities help children remember what they have learned and apply it to new situations.  The research takes place in area museums, including the Chicago Children's Museum and involves children who range in age from 4 to 10 years old.  Overall the work is aimed at contributing to understanding and improving young children's STEM education and learning.  Early exposure to fun, creative and meaningful engineering experiences may boost interest and the eventual pursuit of engineering and technology education paths by students. Ultimately, we will be able to recommend methods that parents and other educators can use with young children in STEM learning situations to foster early understanding of the scientific method, develop knowledge of STEM-related concepts, and potentially increase interest in future science education and career options.  Dr. Haden's research is funded by grants from the National Science Foundation, and the Institute of Museum and Library Services.
 
Selected Publications
 
Haden, C. A., Ornstein, P. A., Rudek, D. J., & Cameron, D. (2009). Reminiscing in the early years:  Patterns of maternal elaborativeness and children’s remembering. International Journal of Behavioral Development, 33(2), 118-130. doi: 10.1177/0165025408098038
 
Haden, C. A., & Ornstein, P. A. (2009). Research on talking about the past: The past, present, and future, Journal of Cognition and Development, 10(3),135-142. doi: 10.1080/15248370903155718
 
Hedrick, A. M., Haden, C. A., & Ornstein, P. A. (2009). Elaborative talk during and after an event: Conversational style influences children’s remembering. Journal of Cognition and Development, 10(3), 188-209. doi: 10.1080/15248370903155841
 
Hedrick, A. M., San Souci, P., Haden, C. A., & Ornstein, P. A. (2009). Mother-child joint conversational exchanges during events: Linkages to children’s memory reports over time. Journal of Cognition and Development, 10(3), 143-161. doi: 10.1080/15248370903155791
 
Benjamin, N., Haden, C. A., & Wilkerson, E. (2010).  Enhancing building, conversation, and learning through caregiver-child interactions in a children’s museum. Developmental Psychology, 46(2), 502-515. doi: 10.1037/a0017822
 
Haden, C. A. (2010). Talking about science in museums. Child Development Perspectives, 4(1), 62-67. doi: 10.1111/j.1750-8606.2009.00119.x
 
Haden, C. A., Ornstein, P. A., O’Brien, B. S., Elischberger, H. B., & Burchinal, M. (2011). The development of children's early memory skills. Journal of Experimental Child Psychology. 108(1), 44-60. doi:  10.1016/j.jecp.2010.06.007
 
Reese, E. Haden, C. A., Baker-Ward, L., Bauer, P., Fivush, R., & Ornstein, P. A. (2011). Coherence of personal narratives across the lifespan: A multidimensional model and coding method. Journal of Cognition and Development, 12(4), 424-462. doi: 10.1080/15248372.2011.587854                                                      
 
Wyss, N. M., Kannass, K. N., & Haden, C. A. (2013). The effects of distraction on cognitive task performance during toddlerhood. Infancy, 18(4), 604–628. doi: 10.1111/j.1532-7078.2012.00128.x
 
Haden, C. A., & Hoffman, P. C. (2013). Cracking the code: Using personal narratives in research. Journal of Cognition and Development, 14(3), 361-375. doi.org/10.1080/15248372.2013.805135
 
Haden, C. A., Jant, E. A., Hoffman, P. C., Marcus, M., Geddes, J. R., & Gaskins, S. (2014) Supporting family conversations and children’s STEM learning in a children’s museum. Early Childhood Research Quarterly, 29(3), 333-344.  doi.org/10.1016/j.ecresq.2014.04.004
 
Jant, E. A., Haden, C. A., Uttal, D. H., & Babcock, E. (2014). Conversation and object manipulation influence children’s learning in a museum. Child Development, 85(5), 1771-2105 doi.org/10.1111/cdev.12252
 
Marcus, M., Haden, C. A., & Uttal, D. H. (2017). STEM learning and transfer in a children’s museum and beyond. Merrill-Palmer Quarterly63(2), 155-180. 10.13110/merrpalmquar1982.63.2.0155
 
Tõugu, P., Marcus, M., Haden, C.A., & Uttal, D. H. (2017). Connecting play experiences and engineering learning in a children’s museum. Journal of Applied Developmental Psychology, 53, 10-19. doi.org/10.1016/j.appdev.2017.09.001
 
Marcus, M., Haden, C. A., & Uttal, D. H. (2018). Promoting children’s learning and transfer across informal science, technology, engineering, and mathematics learning experiences. Journal of Experimental Child Psychology175, 80-95. doi.org/10.1016/j.jecp.2018.06.003
 
Pagano, L. C., Haden, C. A., Uttal, D. H., & Cohen, T. (2019). Conversational reflections about tinkering experiences in a children's museum. Science Education. doi.org/10.1002/sce.21536