Kim P Roberts
Biographic Data
| ID | 5760179 |
|---|---|
| NAME | Kim P Roberts |
| GIVEN NAMES | Kim P |
| FAMILY NAME | Roberts |
| SIGNATURE | ROBERTS K P |
| AFFILIATIONS | Wilfrid Laurier University |
| ORCID | 0000-0002-5272-6685 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
Testing the feasibility of a sustainable preschool obesity prevention approach: A mixed-methods service evaluation of a volunteer-led Henry programme
It is feasible to recruit and train volunteers to deliver a structured preschool obesity prevention programme, which parents considered acceptable and enjoyable, with preliminary reports of parent and child benefits
The Henry 1-to-1 programme increases parental self-efficacy and promotes healthy eating and physical activity: A service evaluation
Binding an event to its source at encoding improves children’s source monitoring
Children learn information from a variety of sources and often remember the content but forget the source. Whereas the majority of research has focused on retrieval mechanisms for such difficulties, the present investigation examines whether the way in which sources are encoded influences future source monitoring. In Study 1, 86 children aged 3 to 8 years participated in 2 photography sessions on different days. Children were randomly assigned to…
Recommendations for interviewing children about repeated experiences
For just over 2 decades, researchers have been conducting empirical studies devoted to understanding children's memory for, and ability to describe, individual occurrences of events they have experienced repeatedly. This knowledge is critical because children making allegations of repeated abuse are required to provide details particular to an individual incident in many jurisdictions internationally. Much of this work has thus far been conducted…
Retrieval of episodic versus generic information: Does the order of recall affect the amount and accuracy of details reported by children about repeated events
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 event-related informatio…
Effects of practicing episodic versus scripted recall on children's subsequent narratives of a repeated event
Children (N = 240) ages 5 to 8 years participated in 1 or 4 activity sessions involving interactive tasks (e.g., completing a puzzle); children with single-event participation served as a control group. One week after their last/only session, all children were practiced in episodic recall of unrelated experiences by asking about either the (a) a single-experience event, (b) a specific instance of a repeated event, or (c) scripted recall of a seri…
Particularisation of Child Abuse Offences: Common Problems when Questioning Child Witnesses
Prosecuting child abusers is often difficult due to lack of particularising details. Two possible ways of addressing this difficulty are: (a) to change the justice system to better serve prosecution for repeated offences (i.e., allow generic testimony), and (b) to bolster children's testimony. As this article has illustrated, there is still considerable potential for increasing (b). Given the low prosecution rates of child abuse offences, the nee…
Children’s ability to distinguish between memories from multiple sources: Implications for the quality and accuracy of eyewitness statements
The effects of repeated experience on children's suggestibility
The effect of suggestive questions on 3- to 5-year-old and 6- to 8-year-old children's recall of the final occurrence of a repeated event was examined. The event included fixed (identical) items as well as variable items where a new instantiation represented the item in each occurrence of the series. Relative to reports of children who participated in a single occurrence, children's reports about fixed items of the repeated event were more accura…
The effects of repeated experience on children's suggestibility
The effect of suggestive questions on 3- to 5-year-old and 6- to 8-year-old children's recall of the final occurrence of a repeated event was examined. The event included fixed (identical) items as well as variable items where a new instantiation represented the item in each occurrence of the series. Relative to reports of children who participated in a single occurrence, children's reports about fixed items of the repeated event were more accura…
Retrieval of episodic versus generic information: Does the order of recall affect the amount and accuracy of details reported by children about repeated events
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 event-related informatio…
Effects of practicing episodic versus scripted recall on children's subsequent narratives of a repeated event
Children (N = 240) ages 5 to 8 years participated in 1 or 4 activity sessions involving interactive tasks (e.g., completing a puzzle); children with single-event participation served as a control group. One week after their last/only session, all children were practiced in episodic recall of unrelated experiences by asking about either the (a) a single-experience event, (b) a specific instance of a repeated event, or (c) scripted recall of a seri…
Recommendations for interviewing children about repeated experiences
For just over 2 decades, researchers have been conducting empirical studies devoted to understanding children's memory for, and ability to describe, individual occurrences of events they have experienced repeatedly. This knowledge is critical because children making allegations of repeated abuse are required to provide details particular to an individual incident in many jurisdictions internationally. Much of this work has thus far been conducted…
The effects of repeated experience on children's suggestibility
The effect of suggestive questions on 3- to 5-year-old and 6- to 8-year-old children's recall of the final occurrence of a repeated event was examined. The event included fixed (identical) items as well as variable items where a new instantiation represented the item in each occurrence of the series. Relative to reports of children who participated in a single occurrence, children's reports about fixed items of the repeated event were more accura…
Children’s ability to distinguish between memories from multiple sources: Implications for the quality and accuracy of eyewitness statements
Particularisation of Child Abuse Offences: Common Problems when Questioning Child Witnesses
Prosecuting child abusers is often difficult due to lack of particularising details. Two possible ways of addressing this difficulty are: (a) to change the justice system to better serve prosecution for repeated offences (i.e., allow generic testimony), and (b) to bolster children's testimony. As this article has illustrated, there is still considerable potential for increasing (b). Given the low prosecution rates of child abuse offences, the nee…
Effects of practicing episodic versus scripted recall on children's subsequent narratives of a repeated event
Children (N = 240) ages 5 to 8 years participated in 1 or 4 activity sessions involving interactive tasks (e.g., completing a puzzle); children with single-event participation served as a control group. One week after their last/only session, all children were practiced in episodic recall of unrelated experiences by asking about either the (a) a single-experience event, (b) a specific instance of a repeated event, or (c) scripted recall of a seri…
Retrieval of episodic versus generic information: Does the order of recall affect the amount and accuracy of details reported by children about repeated events
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 event-related informatio…
Recommendations for interviewing children about repeated experiences
For just over 2 decades, researchers have been conducting empirical studies devoted to understanding children's memory for, and ability to describe, individual occurrences of events they have experienced repeatedly. This knowledge is critical because children making allegations of repeated abuse are required to provide details particular to an individual incident in many jurisdictions internationally. Much of this work has thus far been conducted…
Binding an event to its source at encoding improves children’s source monitoring
Children learn information from a variety of sources and often remember the content but forget the source. Whereas the majority of research has focused on retrieval mechanisms for such difficulties, the present investigation examines whether the way in which sources are encoded influences future source monitoring. In Study 1, 86 children aged 3 to 8 years participated in 2 photography sessions on different days. Children were randomly assigned to…
Testing the feasibility of a sustainable preschool obesity prevention approach: A mixed-methods service evaluation of a volunteer-led Henry programme
It is feasible to recruit and train volunteers to deliver a structured preschool obesity prevention programme, which parents considered acceptable and enjoyable, with preliminary reports of parent and child benefits
The Henry 1-to-1 programme increases parental self-efficacy and promotes healthy eating and physical activity: A service evaluation
Psychology (8 works) · Memory Processes and Influences (7 works) · Developmental psychology (6 works) · Cognitive psychology (5 works) · Medicine (4 works) · Child and Animal Learning Development (3 works) · Cognition (3 works) · Computer Science (3 works) · Deception detection and forensic psychology (3 works) · Event (particle physics (3 works)