Dr. Laura Melnyk Gribble

Dr. Laura Melnyk Gribble

Associate Professor / Chair

Office: FB309

Phone: 4545

E-mail: laura@uwo.ca

Website: http://publish.uwo.ca/~laura

Dr. Laura Melnyk Gribble is an Associate Professor and the Chair of the Department of Psychology. 

Dr. Melnyk Gribble has an active research program in forensic developmental psychology. Her research combines developmental, forensic, and cognitive psychology to investigate issues in children's memory. She studies interviewing techniques to facilitate young children's autobiographical recall and developmental changes in face recognition and lineup performance. Her research is published in peer-reviewed journals, including Applied Cognitive Psychology and Law & Human Behaviour, and regularly presented at international conferences.

In her first year of teaching, Dr. Melnyk Gribble was the recipient of the university-wide Western University Award for Excellence in Undergraduate Teaching, co-presented by the University Students' Council, the Bank of Nova Scotia, and the Western Alumni Association. She has been named to the Dean’s Honor Roll of Teaching Excellence in every year she's taught at King’s and she is cited in Maclean’s "Guide to Canadian Universities" (2007, 2008, 2009, 2010). Laura was awarded the King's University College Award for Excellence in Teaching in 2010. 

Dr. Melnyk Gribble regularly teaches undergraduate courses in Psychology and Law (Psych 2031a/b), Forensic Psychology (Psych 3313a/b), and Developmental Psychology (Psych 2410a/b). 

Academic Background 

Ph.D., Psychology, McGill University
B.A. (Hons.), Psychology, McMaster University 

Research and Scholarly Interests 
  • Children as witnesses
  • Children's memory and suggestibility
  • Eyewitness memory
  • Face recognition and line-up performance 
Representative Publications 
  • London, K., Bruck, M., Poole, D.A., & Melnyk, L. (2011). The development of metasuggestibility in children. Applied Cognitive Psychology, 25 (1), 146-155. 
  • Bruck, M., & Melnyk, L. (2011). Individual differences in children's suggestibility: A review and synthesis. Applied Cognitive Psychology, 25 (S1), S202-S252. 
  • London, K., Bruck, M., & Melnyk, L. (2009). Post-event information affects children's autobiographical memory after one year. Law & Human Behavior, 33 (4), 344-355. 
  • Melnyk, L., Crossman, A.M., & Scullin, M.H. (2007). The suggestibility of children's memory. In M.P. Toglia, J.D. Read, D.F. Ross, & R.C.L. Lindsay (Eds.), Handbook of eyewitness psychology, Vol 1.: Memory for events (p. 401-427). Mahwah NJ: Erlbaum. 
  • Blanchette, I., Richards, A., Melnyk, L., & Lavda, A. (2007). Reasoning about emotional issues following shocking terrorist attacks: A tale of three cities. Journal of Experimental Psychology: Applied, 13 (1), 47-56. 
  • Bruck, M., & Melnyk, L. (2004). Individual differences in children's suggestibility: A review and synthesis. Applied Cognitive Psychology, 18 (8), 947-996. 
  • Crossman, A.M., Scullin, M.H., & Melnyk, L. (2004). Individual and developmental differences in suggestibility. Applied Cognitive Psychology, 18 (8), 941-945. 
  • Melnyk, L., & Bruck, M. (2004). Timing moderates the effects of repeated suggestive interviewing on children's eyewitness memory. Applied Cognitive Psychology, 18 (5), 613-631. 
  • Bruck, M., Melnyk, L., & Ceci, S.J. (2000). Draw it again Sam: The effect of drawing on children’s suggestibility and source monitoring ability. Journal of Experimental Child Psychology, 77 (3), 169-196.