J Clare Wilson
Biographic Data
| ID | 5760913 |
|---|---|
| NAME | J Clare Wilson |
| GIVEN NAMES | J Clare |
| FAMILY NAME | Wilson |
| SIGNATURE | WILSON J C |
| AFFILIATIONS | University of Portsmouth Portsmouth Hampshire UK |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 3 |
A feeling for the future: How does agency in time metaphors relate to feelings
Most cultures have metaphors for time that involve movement, for example, ‘time passes’. Although time is objectively measured, it is subjectively understood, as we can perceive time as stationary, whereby we move towards future events, or we can perceive ourselves as stationary, with time moving past us and events moving towards us. This paper reports a series of studies that first examines whether people think about time in a metaphor‐consisten…
Children’s conception of police authority when responding to requests for assistance
Children (five to six and seven to eight years old) were presented with scenarios in which various adults (a police officer, a teacher, and an unspecified adult) requested assistance from a child. Six scenarios were presented (two per adult) with half involving a reasonable request (requiring little effort from the child) and the others unreasonable. For each scenario, the participants stated: (i) whether the child in the story should comply with…
‘Marvin the Mouse’; Can he Assist Police to Elicit Evidence from Young Children
This study investigated the usefulness of a computer program designed to assess young children's understanding of words that may be relevant to an investigative interview about assault. Forty‐one police officers conducted two interviews with five‐ to six‐year‐old children (one was conducted with the program and one without). The program's effectiveness was based on the interviewers' ratings of the usefulness of the program as well as three indepe…
Children's recall 1 or 2 years after an event
In Study 1, children were reinterviewed about an event they had taken part in 2 years earlier when they were 6 years old (M.-E. Pipe & J. C. Wilson, 1994). In Study 2, children were reinterviewed about an event in which they had participated 1 year earlier when they were 6 or 9 years of age (S. Gee & M.-E. Pipe, 1995). Interviews were conducted with or without cue items and distractors, as in the original studies. The amount of information report…
Cues and secrets: Influences on children's event reports
Eighty-eight 6-year-olds and 88 10-year-olds took part, in pairs, in a contrived interaction with a «magician:» The children were interviewed 10 days and 10 weeks later in 1 of 4 conditions: no cues, context cues, relevant cues, and irrelevant cues. Older children recalled more accurate information than younger children, and both groups recalled more accurate information after the short than the long delay. Although relevant cues facilitated free…
Cues and secrets: Influences on children's event reports
Eighty-eight 6-year-olds and 88 10-year-olds took part, in pairs, in a contrived interaction with a «magician:» The children were interviewed 10 days and 10 weeks later in 1 of 4 conditions: no cues, context cues, relevant cues, and irrelevant cues. Older children recalled more accurate information than younger children, and both groups recalled more accurate information after the short than the long delay. Although relevant cues facilitated free…
Children's recall 1 or 2 years after an event
In Study 1, children were reinterviewed about an event they had taken part in 2 years earlier when they were 6 years old (M.-E. Pipe & J. C. Wilson, 1994). In Study 2, children were reinterviewed about an event in which they had participated 1 year earlier when they were 6 or 9 years of age (S. Gee & M.-E. Pipe, 1995). Interviews were conducted with or without cue items and distractors, as in the original studies. The amount of information report…
A feeling for the future: How does agency in time metaphors relate to feelings
Most cultures have metaphors for time that involve movement, for example, ‘time passes’. Although time is objectively measured, it is subjectively understood, as we can perceive time as stationary, whereby we move towards future events, or we can perceive ourselves as stationary, with time moving past us and events moving towards us. This paper reports a series of studies that first examines whether people think about time in a metaphor‐consisten…
Cues and secrets: Influences on children's event reports
Eighty-eight 6-year-olds and 88 10-year-olds took part, in pairs, in a contrived interaction with a «magician:» The children were interviewed 10 days and 10 weeks later in 1 of 4 conditions: no cues, context cues, relevant cues, and irrelevant cues. Older children recalled more accurate information than younger children, and both groups recalled more accurate information after the short than the long delay. Although relevant cues facilitated free…
Children's recall 1 or 2 years after an event
In Study 1, children were reinterviewed about an event they had taken part in 2 years earlier when they were 6 years old (M.-E. Pipe & J. C. Wilson, 1994). In Study 2, children were reinterviewed about an event in which they had participated 1 year earlier when they were 6 or 9 years of age (S. Gee & M.-E. Pipe, 1995). Interviews were conducted with or without cue items and distractors, as in the original studies. The amount of information report…
‘Marvin the Mouse’; Can he Assist Police to Elicit Evidence from Young Children
This study investigated the usefulness of a computer program designed to assess young children's understanding of words that may be relevant to an investigative interview about assault. Forty‐one police officers conducted two interviews with five‐ to six‐year‐old children (one was conducted with the program and one without). The program's effectiveness was based on the interviewers' ratings of the usefulness of the program as well as three indepe…
Children’s conception of police authority when responding to requests for assistance
Children (five to six and seven to eight years old) were presented with scenarios in which various adults (a police officer, a teacher, and an unspecified adult) requested assistance from a child. Six scenarios were presented (two per adult) with half involving a reasonable request (requiring little effort from the child) and the others unreasonable. For each scenario, the participants stated: (i) whether the child in the story should comply with…
A feeling for the future: How does agency in time metaphors relate to feelings
Most cultures have metaphors for time that involve movement, for example, ‘time passes’. Although time is objectively measured, it is subjectively understood, as we can perceive time as stationary, whereby we move towards future events, or we can perceive ourselves as stationary, with time moving past us and events moving towards us. This paper reports a series of studies that first examines whether people think about time in a metaphor‐consisten…
Psychology (5 works) · Social Psychology (4 works) · Cognitive psychology (3 works) · Deception detection and forensic psychology (3 works) · Developmental psychology (3 works) · Memory Processes and Influences (3 works) · Child and Animal Learning Development (2 works) · Childhood development (2 works) · Event (particle physics (2 works) · Law (2 works)