Jennifer M Schaaf
Biographic Data
| ID | 5804174 |
|---|---|
| NAME | Jennifer M Schaaf |
| GIVEN NAMES | Jennifer M |
| FAMILY NAME | Schaaf |
| SIGNATURE | SCHAAF J M |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 2 |
Using Recognition & Response (R&R) to improve children’s language and literacy skills
Developmental differences in the effects of repeated interviews and interviewer bias on young children's event memory and false reports
The present study investigated developmental differences in the effects of repeated interviews and interviewer bias on children's memory and suggestibility. Three- and 5-year-olds were singly or repeatedly interviewed about a play event by a highly biased or control interviewer. Children interviewed once by the biased interviewer after a long delay made the most errors. Children interviewed repeatedly, regardless of interviewer bias, were more ac…
Developmental differences in the effects of repeated interviews and interviewer bias on young children's event memory and false reports
The present study investigated developmental differences in the effects of repeated interviews and interviewer bias on children's memory and suggestibility. Three- and 5-year-olds were singly or repeatedly interviewed about a play event by a highly biased or control interviewer. Children interviewed once by the biased interviewer after a long delay made the most errors. Children interviewed repeatedly, regardless of interviewer bias, were more ac…
Using Recognition & Response (R&R) to improve children’s language and literacy skills
Developmental differences in the effects of repeated interviews and interviewer bias on young children's event memory and false reports
The present study investigated developmental differences in the effects of repeated interviews and interviewer bias on children's memory and suggestibility. Three- and 5-year-olds were singly or repeatedly interviewed about a play event by a highly biased or control interviewer. Children interviewed once by the biased interviewer after a long delay made the most errors. Children interviewed repeatedly, regardless of interviewer bias, were more ac…
Using Recognition & Response (R&R) to improve children’s language and literacy skills
Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Psychology (2 works) · Child and Animal Learning Development (1 work) · Cognitive psychology (1 work) · Computer Science (1 work) · Curriculum (1 work) · Educational and Psychological Assessments (1 work) · Emergent literacy (1 work) · Event (particle physics (1 work)