Harriet Waters, Ph.D.
University of Minnesota (1976) Professor, Social and Health Psychology
Mental representations of early experience, social cognition, cognitive development.
Dr. Harriet Waters received her graduate training in Experimental Psychology at the University of Colorado and in Developmental Psychology at the University of Minnesota. Her primary interests are in the development of cognitive strategies and problem solving skills. She has studied these in several areas including social perspective taking, memory and meta-cognition, the development of prose production, and several areas of expertise in children. Her current research focuses on applying basic research in Cognitive Psychology to problems in early social cognition. She has applied her knowledge of prose organization and production to the problem of assessing individual differences in representations of early social experience. In addition she is studying parental socialization influences on children's hypotheses about the workings of social relationships.
Waters, H.S., & Waters, E. (in press). Script-like Representations of Early Secure Base Experience. To appear in E. Waters. B.E. Vaughn, & H.S. Waters (Eds.), Measuring Attachment: Psychometrics of Behavior, Mental Representations, and Biological Processes. Guilford Press.
Waters, E., Vaughn, B.E., & Waters, H.S. (Eds.) (in press). Measuring Attachment: Psychometrics of Behavior, Mental Representations, and Biological Processes. Guilford Press.
Steele, R.D., Waters, T.E.A., Bost, K.K., Vaughn, B.E., Truitt, W., Waters, H.S., Booth-LaForce, C., & Roisman, G.I. (2014). Caregiving antecedents of secure base script knowledge in the NICHD Study of Early Child Care and Youth Development. Developmental Psychology, 50, 2526-2538.
Chen, C.K., Waters, H.S., Hartman, M., Zimmerman, S., Miklowitz, D.J. & Waters, E. (2013). The relationship between secure base script knowledge and expressed emotion among adult children caring for parents with dementia. Attachment and Human Development (Special Issue), 332-348.
Waters, H.S., & Schneider, W. (2010). Common themes and future challenges. In H.S. Waters & W. Schneider (Eds.), Metacognition, Strategy Use, and Instruction. Guilford Press.
Waters, H.S., & Kunnmann, T.W. (2010). Metacognition and strategy discovery in early childhood. In H.S. Waters & W. Schneider (Eds.), Metacognition, Strategy Use, and Instruction. Guilford Press.
Waters, H.S., & Waters, T.E.A. (2010). Bird experts: A study of child and adult knowledge utilization. In H.S. Waters & W. Schneider (Eds.), Metacognition, Strategy Use, and Instruction. Guilford Press.
Waters, H.S., & Schneider, W. (Eds.) (2010). Metacognition, Strategy Use, and Instruction. Guilford Press.
Dykas, M.J., Woodhouse, S.S., Cassidy, J., & Waters, H.S. (2006). Narrative Assessment of Attachment Representations: Links between Secure Base Scripts and Adolescent Attachment. Attachment and Human Development (Special issue), 8, 221-240.
Waters, H.S., & Waters, E. (2006). The Attachment Working Models Concept: Among Other Things, We Build Script-like Representations of Secure Base Experiences. Attachment and Human Development (Special issue), 8, 185-197.
Rubman, C.N., & Waters, H.S. (2000). A,B, Seeing: The role of constructive processes in children’s comprehension monitoring. Journal of Educational Psychology, 92, 503-514.
Waters, H.S. (2000). Memory strategy development: Do we need yet another deficiency? Child Development, 71, 1004-1012.
Waters, H.S., Rodrigues, L.M., & Ridgeway, D. (1998). Cognitive underpinnings of narra-tive attachment assessment. Journal of Experimental Child Psychology, 71, 211-234.
Oppenheim, D., & Waters, H.S. (1995). Narrative processes and attachment representa-tions: Issues of development and assessment. In E. Waters, B. Vaughn, G. Posada, & K. Kondo-Ikemura (eds.), Constructs, cultures, and caregiving: New growing points in attachment theory and research. Monographs of the Society for Research in Child Development, 60 (2-3), 197-215.
Current Research Support:
NIH (NICHD) 1R01HD069442-01 H. Waters (co-PI), Glenn Roisman (PI, U of Illinois) additional co-PI’s (Brian Vaughn – Auburn, Kelly Bost – U of Illinois, Cathryn Booth-LaForce - U of Washington). Total: $478,439 (8/11 – 5/13). Stony Brook: $46,824. Antecedents of secure base script knowledge: Infancy to adolescence.
H. Waters (PI), co-investigators, J. Crowell & E. Waters. $338,100 (1/01 – continuing). How is early social experience represented in the mind?: Script-based assessment of secure base representations in children and adults. Cox-Steiner Foundation.