Children's False Memory and True Disclosure in the Face of Repeated Questions

Autor/inn/en	Schaaf, Jennifer M.; Alexander, Kristen Weede; Goodman, Gail S.
Titel	Children's False Memory and True Disclosure in the Face of Repeated Questions
Quelle	In: Journal of Experimental Child Psychology, 100 (2008) 3, S.157-185 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2007.09.002
Schlagwörter	Attachment Behavior; Children; Path Analysis; Memory; Ethics; Objective Tests; Individual Differences; Predictor Variables; Inhibition; Behavior Problems; Recall (Psychology) + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Child; Kind; Kinder; Pfadanalyse; Gedächtnis; Ethik; Objektiver Test; Individueller Unterschied; Prädiktor; Hemmung; Abberufung
Abstract	The current study was designed to investigate children's memory and suggestibility for events differing in valence (positive or negative) and veracity (true or false). A total of 82 3- and 5-year-olds were asked repeated questions about true and false events, either in a grouped order (i.e., all questions about a certain event asked consecutively) or in a nongrouped order (i.e., questions about a certain event were interspersed with questions about other events). Interviewer gender was also varied. Individual differences, including attachment style, inhibition, and behavioral adjustment, were examined as potential predictors of memory and suggestibility. Results revealed significant age, valence, and veracity effects on children's memory reports. Path analysis demonstrated that individual differences in behavioral problems and inhibitory ability predicted children's provision of inaccurate information. Implications for psychological theory and legal application are discussed. (Contains 3 figures and 2 tables.) (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10