Two years later
Effect of question repetition and retention interval on the eyewitness testimony of children and adults
Bibliographic Data
| ID | 9786350 |
|---|---|
| Authors | Debra Ann Poole (0000-0001-6355-3305, Central Michigan University, corresponding author), Lawrence T White (Beloit College) |
| Year | 1993 |
| Volume | 29 |
| Issue | 5 |
| Pages | 844-853 |
| Publication date | 1993-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.29.5.844 |
| OpenAlex | W2005007198 |
| Language | EN |
| Citations received | 34 |
| References cited | 8 |
This study examined witnesses' memories for an event experienced 2 years earlier. Ss in 4 age groups (6-, 8- and 10-year-olds and adults; N= 79) answered repeated questions about an ambiguous incident that occurred as part of an earlier study (D. A. Poole & L. T. White, 1991). Surprisingly, the effects of question repetition were similar to the patterns observed 2 years ago. There were important differences in the testimonies of children and adults, however, that were not observed in the initial study: Children were less consistent than adults across sessions on yes-no questions, less accurate in response to open-ended questions, and more likely to fabricate answers to a question about a man's occupation. Some children also confused the actions of 2 research assistants. These results indicate the need for additional research on qualitative and quantitative changes in children's testimonies over long delays. The literature on children's eyewitness testimony is a story of contradictions, with developmental trends in accuracy, suggestibility, and response to stress differing from study to study (see Ceci & Bruck, 1993, for a review). Discrepancies have prompted critics to argue that eyewitness research lacks theoretical cohesion and that established theories of perception and memory are not immediately applicable because of the influence of motivational and social factors in event reporting (Sheehy & Chapman, 1982, p. 345). In early studies, concerns about ecological validity often loomed larger than efforts to reconcile eyewitness findings with traditional concepts of memory development
Cognitive psychology · Developmental psychology · Eyewitness testimony · Interval (graph theory · Repetition (rhetorical device · Deception detection and forensic psychology · Identity, Memory, and Therapy · Interpreting and Communication in Healthcare · Memory Processes and Influences · Psychology · Social Psychology
Do we need to rethink guidance on repeated interviews
Evaluation of a comprehensive interactive training system for investigative interviewers of children
Suggestibility of the child witness
Child Sexual Abuse Evaluations
The Science of False Memory
Monitoring and control processes in the strategic regulation of memory accuracy.
Fuzzy-trace theory
Assessing the value of structured protocols for forensic interviews of alleged child abuse victims
Children’s delayed memory accuracy
Cross-examination may be more detrimental to repeated-event children than single-event children
Comparing children's and adults’ accounts of childhood injuries
Long-lasting positive effects of collaborative remembering on false assents to misleading questions
“Are False Memories Permanent?”
Telling Stories
Do Japanese children say `yes' to their mothers? A naturalistic study of response bias in parent-toddler conversations
Isolating the effects of the cognitive interview techniques
The role of repeated interviewing in children's responses to cross‐examination‐style questioning
Accuracy and confidence in estimation of speaker age
Fuzzy-trace theory and memory development
Recent research on children’s testimony about experienced and witnessed events
How children talk about events
Versão preliminar do teste pictórico de memória
The Effects of Investigative Utterances on Israeli Children's Reports of Physical Abuse
True and false memories in children and adults
The effects of stereotypes and suggestions on preschoolers' reports
Children's recall 1 or 2 years after an event
Children's memory for medical emergencies
Cues and secrets
Mere memory testing creates false memories in children
Large language models' knowledge of children's memory and suggestibility
Helping children to remember
Learning rate, learning opportunities, and the development of forgetting
The influence of prior knowledge and repeated questioning on children's long-term retention of the details of a pediatric examination
Logic and Conversation
Gist is the grist
Development of Long-Term Retention
Suggestibility of the child witness
Misleading children's story recall
Effects of question repetition on the eyewitness testimony of children and adults
Nondeliberate memory for a novel event among preschoolers
The effect of a five-month delay on children's and adults' eyewitness memory
| Unique citing works | 33 |
|---|---|
| Citations per year | 1,03 |
| Citation span | 1993 - 2026 (34) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 31 |