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Improving children's recall of an occurrence of a repeated event: is it a matter of helping them to generate options?

Powell, Martine and Thomson, Donald M. 2003, Improving children's recall of an occurrence of a repeated event: is it a matter of helping them to generate options?, Law and human behavior, vol. 27, no. 4, pp. 365-384, doi: 10.1023/A:1024032932556.

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Title Improving children's recall of an occurrence of a repeated event: is it a matter of helping them to generate options?
Author(s) Powell, MartineORCID iD for Powell, Martine orcid.org/0000-0001-5092-1308
Thomson, Donald M.
Journal name Law and human behavior
Volume number 27
Issue number 4
Start page 365
End page 384
Publisher Kluwer Academic / Plenum Publishers
Place of publication New York, N.Y.
Publication date 2003-08
ISSN 0147-7307
1573-661X
Keyword(s) children's eyewitness memory
interviewing
Summary Three experiments were conducted to explore whether children's recall of an occurrence of a repeated event could be improved by encouraging them to consider various details that occurred across a series of events prior to making a judgement about which details were included in the target (to-be-recalled) occurrence. Experiment 1 explored whether children's recall of the target occurrence was better after the interviewer presented all the items from the series prior to the child identifying the final item. Experiment 2 explored whether having the children generate all the items facilitated their subsequent recall of the target occurrence. Finally, Experiment 3 directly compared the effectiveness of the above 2 procedures. Regardless of the children's age, the retention interval, or the type of item, children's capacity to identify which details were included in a target occurrence was enhanced when they were initially provided with all the possible details from the series of events. However, without relying on the interviewer to generate the options, the benefit of the technique was directly contingent on the children's ability to generate content details; this was a distinct source of difficulty for the children. Indeed, having children generate options had no beneficial effect on decisions about the temporal position of items unless performance was made conditional on the children's ability to remember the relevant details in the first place. The implications of the findings for the legal setting and for future research are discussed.
Language eng
DOI 10.1023/A:1024032932556
Field of Research 170199 Psychology not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2003, American Psychology-Law Society/Division 41 of the American Psychology Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002216

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