Does free recall moderate the effect of mental context reinstatement instructions on children's cued recall?

Dietze, Paul M., Sharman, Stefanie J., Powell, Martine B. and Thomson, Donald M. 2013, Does free recall moderate the effect of mental context reinstatement instructions on children's cued recall?, Psychology, crime and law, vol. 19, no. 10, pp. 881-891.

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Title Does free recall moderate the effect of mental context reinstatement instructions on children's cued recall?
Author(s) Dietze, Paul M.
Sharman, Stefanie J.
Powell, Martine B.
Thomson, Donald M.
Journal name Psychology, crime and law
Volume number 19
Issue number 10
Start page 881
End page 891
Total pages 11
Publisher Routledge
Place of publication Abingdon, England
Publication date 2013
ISSN 1068-316X
Keyword(s) mental context reinstatement
children’s recall
investigative interview
Summary Cognitive Interview instructions increase children's recall of events; one important instruction is the mental reinstatement of context. We examined one factor that may affect mental context reinstatement: whether children had the opportunity to freely recall the event before answering cued recall questions. One hundred and fifty-two children aged 6, 9, or 11 years were interviewed twice about a staged event. The event consisted of an argument between two adults about whose turn it was to show the children a film. One week after the event, some of the children received mental context reinstatement instructions before having their cued recall tested. Some children also received a free recall test immediately before the cued recall test. In the second interview, 2 weeks after the first interview, all children freely recalled the event. The results showed no effects of mental context reinstatement instructions and no moderating effect of free recall on children's cued recall. The implications of these findings and directions for future research are discussed.
Language eng
Field of Research 170104 Forensic Psychology
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2012, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30046106

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