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Jennifer Wenner, Assistant Professor (B.A. University of St. Thomas, 1994; PhD, University of
Minnesota, 1999)
Jennifer is a developmental psychologist who studies cognitive development in early and middle childhood. Through her research she investigates infant memory development and narrative comprehension and early literacy in the preschool and early grade-school years. She teaches Developmental Psychology, Introduction to Psychology, Research in Psychology 1 and 2, Children's Thinking, and Children, Families, and Social Policy. Her favorite research participants (whose ages conveniently span the early childhood years) are her children Alex, Megan, and Aidan. Selected publications include:
Wenner, J. A. (2004). Preschoolers' understanding of narrative goal structure in narratives. Memory, 12, 193-202.
Bauer, P. J., Wenner, J. A., & Kroupina, M. (2002). Making the past present: Verbal reports of preverbal memories. Journal of Cognition and Development, 3, 21-47.
Bauer, P. J., Wenner, J. A., Dropik, P. L., & Wewerka, S. S. (2000). The parameters of remembering and forgetting in the transition from infancy to early childhood. The Monographs of the Society for Research in Child Development, 65.
Wenner, J. A. & Bauer, P. J. (2000). Bringing order to the arbitrary: One- to two-year-olds' recall of event sequences. Infant Behavior and Development, 22, 585-590.
Send E-Mail to Jennifer Wenner.
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