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Eliciting children's recall of events: how do computers compare with humans?

Powell, Martine, Wilson, J. Clare and Thomson, Donald 2002, Eliciting children's recall of events: how do computers compare with humans?, Computers in human behavior, vol. 18, no. 3, pp. 297-313, doi: 10.1016/S0747-5632(01)00045-0.

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Title Eliciting children's recall of events: how do computers compare with humans?
Author(s) Powell, MartineORCID iD for Powell, Martine orcid.org/0000-0001-5092-1308
Wilson, J. Clare
Thomson, Donald
Journal name Computers in human behavior
Volume number 18
Issue number 3
Start page 297
End page 313
Publisher Pergamon
Place of publication New York, N.Y.
Publication date 2002-05
ISSN 0747-5632
1873-7692
Keyword(s) children’s memory;
computerized interviewing
Summary This study investigated the usefulness of an interactive computer program in eliciting children's reports about an event. Fifty-four 5–6- and fifty-nine  7–8-year old children participated in an event with their regular class teacher which involved several activities and a mildly negative secret. Four days and again 14 days later, the children were interviewed individually by computer (alone) or by a human interviewer. The computer program incorporated animation and audio whereby an animated figure asked the questions and the children were required to provide a verbal response. The accuracy and detail of the children’s reports was similar across the interview conditions. The children were more willing to review their answers with the computer than the adult interviewer. However, responses to the computer were less consistent across the interviews, and the children were less willing to disclose the secret in the second interview to the computer compared with the human interviewer. Overall, the computer revealed little benefit in eliciting children’s recall of the event over the standard face-to-face interview.
Language eng
DOI 10.1016/S0747-5632(01)00045-0
Field of Research 170103 Educational Psychology
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2002, Elsevier Science Ltd.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001603

Document type: Journal Article
Collections: School of Psychology
Higher Education Research Group
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