The Effects of Recalling Generic versus Episodic Information First on Adults' Reports of a Repeated Event

Autor/inn/en	Danby, Meaghan C.; Sharman, Stefanie J.; Claringbold, Grace
Titel	The Effects of Recalling Generic versus Episodic Information First on Adults' Reports of a Repeated Event
Quelle	In: Applied Cognitive Psychology, 36 (2022) 2, S.460-467 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Danby, Meaghan C.) ORCID (Sharman, Stefanie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3924
Schlagwörter	Adults; Recall (Psychology); Crime; Reports; Family Violence; Children; Comparative Analysis + Suchen Sie Ihr Suchwort? Abberufung; Crimes; Delict; Delicts; Delikt; Abschlussbericht; Berichten; Child; Kind; Kinder
Abstract	Witnesses reporting repeated crimes--like family violence--must report detailed information about individual incidents. Previously, recalling generic information about a repeated event before individual episodes has helped children report more information overall. The current study examined whether adults would also benefit from recalling generic event information first. Seventy-eight adults completed four activity sessions and were later interviewed about them. All interviews included a generic phase where participants were prompted to recall what usually happens, and an episodic phase where they recalled two individual episodes of the activities. Participants were randomly assigned to receive the generic (n = 38) or the episodic phase first (n = 40). During the generic phase, the generic-first participants reported more details. However, when reporting the second individual episode, episodic-first participants reported more details. Findings suggest mild benefits from describing generic event information first, but potential detrimental impacts on subsequent episodic reports are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01