School of Psychology
The University of Queensland
St Lucia QLD 4072
BSc (Psychology), University of New South Wales
Master of Clinical Psychology, Macquarie University
PhD, The Australian National University.
I have worked in both clinical and academic fields for about 20 years. On completing my clinical degree I worked in Rehabilitation and Aged Care Services in Canberra (1991-2001) during which I also completed a PhD in cognitive neuropsychology (1995-1998). In 2001 I moved to the UK where I worked at the University of Exeter and returned to Australia in 2012 to take up a post at the University of Queensland.
Australian Psychological Society, Member
APS College of Clinical Psychology, Member
British Psychological Society, Member
BPS Division of Neuropsychology, Full Divisional Membership
Social Interactions, Identity, and Well-being Program of the Canadian Institute for Advanced Research, Associate Member (CIFAR; http://www.cifar.ca/Catherine-Haslam)
My research focuses on the cognitive and social consequences of trauma and disease in neurological populations. This work not only addresses questions about the integrity of cognitive ability, notably memory, and its rehabilitation, but also the impact that impairment of these abilities have on personal and social identity. More recently I’ve extended this work to investigate identity-cognition relationships in aging.
Key areas of research: Acquired memory disorders (anterograde, retrograde, semantic), memory rehabilitation, identity change and loss in aging, trauma and disease.
Books and Chapters:
Jetten, J., Haslam, C., & Haslam S. A. (Eds.) (2012). The social cure: Identity, health and well-being. London: Psychology Press.
Jetten, J., Haslam, S.A., Iyer, A., & Haslam, C. (2009). Turning to others in times of change: Social identity and coping with stress. In S. Stürmer, & M. Snyder, M. (Eds.), The psychology of prosocial behavior: Group processes, intergroup relations, and helping (pp. 139-156). Oxford, UK: Blackwell.
Haslam, C., Jetten, J., Haslam, S.A., & Knight, C. (2012). The importance of remembering and deciding together: Enhancing the health and well-being of older adults in care. In J. Jetten, C. Haslam & S.A. Haslam (Eds.) The social cure: Identity, health and well-being. London: Psychology Press.
Haslam, C., Jetten, J., & Haslam, S.A. (2012). Advancing the social cure: Implications for theory, practice and policy. (in press) In J. Jetten, C. Haslam & S.A. Haslam (Eds.), The social cure: Identity, health and well-being. London: Psychology Press.
Haslam, C., Kay, J., & Hanley, J.R. (2002). Selective loss and preservation of biographical knowledge: Implications for representation. Neurocase, 8, 169-193.
Haslam, C., & Cook, M. (2002). Striking a chord with amnesic patients: Evidence that song facilitates memory. Neurocase, 8, 453-465.
Tailby, R., & Haslam, C. (2003). An investigation of errorless learning in memory-impaired patients: Clarifying theory and improving the technique. Neuropsychologia, 41, 1230-1240.
Haslam, C., Kay, J., Hanley, R., & Lyons, F. (2004). Biographical knowledge: Domain-specific or domain-neutral? Cortex, 40, 451-466.
Haslam, C., Gilroy, D., Black, S., & Beesley, T. (2006). How successful is errorless learning in supporting memory for high- and low-level knowledge in dementia? Neuropsychological Rehabilitation, 16, 505-536.
Lyons, F., Kay, J., Hanley, R., & Haslam, C. (2006). Selective preservation of memory for people in the context of semantic memory disorder: Patterns of association and dissociation. Neuropsychologia, 44, 2887-2898.
Warren, Z., & Haslam, C. (2007). Overgeneral memories in autobiographical and public knowledge domains in psychosis and depression. Cognitive Neuropsychiatry, 12, 301-321.
Haslam, C., Wills, A.J., Haslam, S.A., Kay, J., Baron, R., & McNab, F. (2007).Does maintenance of colour categories rely on language? Evidence to the contrary from a case of semantic dementia. Brain and Language, 103, 251-263.
Bate, S., Haslam, C., Tree, J., & Hodgson, T.L. (2008). Evidence of an eye-movement based memory effect in congenital prosopagnosia. Cortex, 44, 806-819.
Haslam, C., Holme, A., Haslam, S.A., Iyer, A., Jetten, J., & Williams, W.H. (2008). Maintaining group membership: Identity continuity and well-being after stroke Neuropsychological Rehabilitation, 18, 671-691.
Haslam, S.A., Jetten, J., Postmes, T., & Haslam, C. (2009). Social identity, health and well-being: An emerging agenda for applied psychology. Applied Psychology: An International Review, 58, 1-23.
Haslam, C., Kay, J., Tree, J., & Baron, R. (2009). Dysgraphia in dementia: A systematic investigation of graphemic buffer features in a case series. Neurocase, 15, 338-351.
Bate, S., Haslam, C., Jansari, A. & Hodgson, T.L. (2009). Covert face recognition relies on affective valence in congenital prosopagnosia. Cognitive Neuropsychology, 26, 391-411.
Haslam, C., Haslam, S.A., Jetten, J., Bevins, A., Ravenscroft, S., & Tonks, J. (2010). The social treatment: Benefits of group reminiscence and group activity for the cognitive performance and well-being of older adults in residential care. Psychology and Aging, 25, 157-167.
Jetten, J., Haslam, C., Pugliese, C., Tonks, J., & Haslam, S.A. (2010). Declining autobiographical memory and the loss of identity: Effects on well-being. Journal of Clinical and Experimental Neuropsychology, 32, 408-416.
Knight, C., Haslam, S.A. & Haslam, C. (2010). In home or at home? Evidence that collective decision making enhances older adults’ social identification, well-being and use of communal space when moving to a new care facility. Aging and Society, 30, 1393-1418.
Haslam, C., Moss, Z., & Hodder, K. (2010). Are two methods better than one? Evaluating the effectiveness of combining errorless learning with vanishing cues. Journal of Clinical and Experimental Neuropsychology, 32, 973-985.
Haslam, C., Hodder, K., & Yates, P.J. (2011). Errorless learning and spaced retrieval: How do these methods fare in healthy and clinical populations? Journal of Clinical and Experimental Neuropsychology, Jan 10, 1-16.
Gleibs, I., Haslam, C., Jones, J., Haslam, S.A., McNeil, J., & Connolly, H. (2011). No country for old men? The role of a Gentlemen’s Club in promoting social engagement and psychological well-being in residential care. Aging and Mental Health, 15, 456-466.
Haslam, C., Jetten, J., Pugliese, C., Haslam, S.A., & Tonks, J. (2011). I remember therefore I am, and I am therefore I remember: Analysis of the contributions of episodic and semantic self-knowledge to identity. British Journal of Psychology.102, 184–203.
McDonald, A., Haslam, C., Yates, P.J., Burr, B., Leeder, G., & Sayers, A. (2011). Google Calendar: A new memory aid to compensate for prospective memory deficits following acquired brain injury. Neuropsychological Rehabilitation, 21, 784-807.
Haslam, C., Bazen-Peters, C., & Wright, I. (2012). Errorless learning in children with brain injury: A comparison of standard and self-generation techniques. Neuropsychological Rehabilitation, 22, 697-715.
Haslam, C., Morton, T.A., Haslam, S.A., Varnes, L., Graham, R., & Gamaz, L. (2012). “When the age is in, the wit is out”: Age-related self-categorization and deficit expectations reduce performance on clinical tests used in dementia assessment. Psychology & Aging, 27, 778-784.
Haslam, C., & Mazen, S. (2012). Preservation of person-specific knowledge in semantic memory disorder: A longitudinal investigation in two cases of dementia. Journal of Neuropsychology, DOI: 10.1111/j.1748-6653.2012.02030.x
Note: Coordinator roles prior to 2009 and tutor roles prior to 2006 are not included.
I would be interested in supervising projects in the following areas:
1. Identity-cognition relationships in aging
Cognitive decline is one of the most significant threats to successful aging, but the nature and degree of decline that people experience can vary considerably. We’re now starting to recognize that social factors, and social group memberships in particular, can influence this pattern; people who are more socially connected have better cognitive reserve and are less prone to cognitive decline. Importantly, it is not simply the case that social groups enhance cognitive health. There are also circumstances in which identification with social groups can be the cause of performance decline (as evident in the stereotype threat literature focusing on memory decline in aging). This research raises a number of questions:
Under what circumstances do social groups enhance and reduce cognitive health?
Do these effects extend to abilities other than memory?
What are the mechanisms supporting these relationships?
Can we reverse the performance decline?
People interested in working in this area could focus on any of these questions in experimental research involving healthy older people.
2. Interventions to keep socially connected
Developments in smart house technology are increasingly used to support older people to reside in their homes and to keep them mentally active for longer. A recent development is use of touch screen tablet devices to keep older people socially connected with their family and friends. This touch screen-based device enables older people in just one touch to notify their family/friends they think of by sending a “Thinking of You” message directly to their mobile phones. Whether this is effective in triggering family to make contact with their elders, reducing feelings of social isolation, and keeping older people mentally active has yet to be demonstrated. This project aims to address these questions.
3. Facilitating learning in healthy aging
Memory decline, among other problems is recognized in medical and neuropsychological literatures as a normal consequence of aging. An important question in the face of such decline, is how we help people to make the most of their learning. In the clinical domain, several instructive techniques — errorless learning and spaced retrieval — have been found to be particularly beneficial adults and older adults with acquired memory impairment. But are these techniques as effective when it comes to managing healthy decline. Students working in this area would evaluate the efficacy of these techniques in healthy older adults to determine how they compare with standard trial-and-error learning and which of these stand the test of time when it comes to remembering information for longer.