Retrieval of episodic versus generic information : does the order of recall affect the amount and accuracy of details reported by children about repeated events?

Brubacher, Sonja P., Roberts, Kim P. and Powell, Martine 2012, Retrieval of episodic versus generic information : does the order of recall affect the amount and accuracy of details reported by children about repeated events?, Development psychology, vol. 48, no. 1, pp. 111-122.

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Title Retrieval of episodic versus generic information : does the order of recall affect the amount and accuracy of details reported by children about repeated events?
Author(s) Brubacher, Sonja P.
Roberts, Kim P.
Powell, Martine
Journal name Development psychology
Volume number 48
Issue number 1
Start page 111
End page 122
Total pages 21
Publisher American Psychological Association
Place of publication Washington, D.C.
Publication date 2012-01
ISSN 0012-1649
Keyword(s) repeated-event memory
episodic memory
narrative style
cognitive development
source monitoring
Summary Children (N = 157) 4 to 8 years old participated 1 time (single) or 4 times (repeated) in an interactive event. Across each condition, half were questioned a week later about the only or a specific occurrence of the event (depth first) and then about what usually happens. Half were prompted in the reverse order (breadth first). Children with repeated experience who first were asked about what usually happens reported more eventrelated information overall than those asked about an occurrence first. All children used episodic language when describing an occurrence; however, children with repeated-event experience used episodic language less often when describing what usually happens than did those with a single experience. Accuracy rates did not differ between conditions. Implications for theories of repeated-event memory 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 ©2011, American Psychological Association.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30047289

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