Marina C. Wimmer

Psychology & Child Development

Brief Biography

I am a lecturer in Psychology at the University of Plymouth. I completed my Masters degree at the University of Salzburg supervised by Prof. Josef Perner in 2003, and conducted my PhD with Dr. Martin Doherty at the University of Stirling from 2004-2007. After that I was appointed as a Research Associate at Lancaster University in Prof. Mark Howe's lab. In 2010 I have been working on a British Academy grant in collaboration with Dr. Martin Doherty and Prof. Liz Robinson. I was then awarded a research grant from the Economic and Social Research Council at the University of Warwick, with the same collaborators. I moved to the Department of Psychology in Plymouth in April 2011.

Research Interests

I am interested in children's cognitive development. My research focuses on how children deal with pictorial ambiguity and how this relates to other cognitive developments arising between the ages of 3 and 5 (Theory of Mind, executive function, mental imagery developments). I also explore how people with autism process ambiguous visual information. Further, I am interested in primary school aged children's memory processes, particularly false memories.

Selected Publications

Wimmer, M. C., & Doherty, M. J. (2011). The development of ambiguous figure perception. Monographs of the Society for Research in Child Development, 76(1), 1-130.

Knott, L. M., Howe, M. L., Wimmer, M. C., & Dewhurst, S. A. (2011). The development of automatic and controlled inhibitory retrieval processes in true and false recall. Journal of Experimental Child Psychology, 109, 91-108.

Wimmer, M. C., & Doherty, M. J. (2010). Children with autism’s perception and understanding of ambiguous figures: Evidence for pictorial metarepresentation, a research note. British Journal of Developmental Psychology, 28, 627-641.

Wimmer, M. C., & Howe, M. L. (2010). Are children’s memory illusions created differently than adults’? Evidence from levels-of-processing and divided attention paradigms. Journal of Experimental Child Psychology, 107, 31-49.

Howe, M. L., Candel, I., Otgaar, H., Malone, C., & Wimmer, M. C. (2010). Valence and the development of immediate and long-term false memory illusions. Memory, 18, 58-75.

Wimmer, M. C., & Howe, M. L. (2009). The development of automatic associative processes and children’s false memories. Journal of Experimental Child Psychology, 104, 447-465.

Howe, M. L., Wimmer, M. C., Gagnon, N., & Plumpton, S. (2009). An associative-activation theory of children’s and adults’ memory illusions. Journal of Memory and Language, 60, 229-251.

Howe, M. L., Wimmer, M. C., & Blease, K. (2009). The role of associative strength in children’s false memory illusions. Memory, 17, 8-16.

Wimmer, M. C., & Doherty, M. J. (2007). Investigating children’s eye-movements: Cause or effect of reversing ambiguous figures? In D. S. Namara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 1659-1664). Austin, TX: Cognitive Science Society.

Doherty, M. J., & Wimmer, M. C. (2005). Children’s understanding of ambiguous figures: Which cognitive developments are necessary to experience reversal? Cognitive Development, 20, 407-421.