Source-monitoring training facilitates preschoolers' eyewitness memory performance
Bibliographic Data
| ID | 9786748 |
|---|---|
| Authors | Karen L Thierry (0000-0003-3046-7050, Dallas Independent School District, corresponding author), Melanie J Spence (0000-0001-7290-7910, Dallas Independent School District) |
| Year | 2002 |
| Volume | 38 |
| Issue | 3 |
| Pages | 428-437 |
| Publication date | 2002-01-01 |
| 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 | 10.1037/0012-1649.38.3.428 |
| PMID | 12005385 |
| OpenAlex | W2005267557 |
| Language | EN |
| Citations received | 6 |
| References cited | 40 |
Preschool children are more susceptible to misleading postevent information than are older children and adults. One reason for young children's suggestibility is their failure to monitor the source of their memories, as in, for example, discriminating whether an event was seen live versus on television. The authors investigated whether source-monitoring training would decrease preschoolers' suggestibility. Thirty-six 3-4-year-olds observed target live and video events and were then given source-monitoring or recognition (control) training on nontarget events. Following training, all children answered 24 misleading and nonmisleading target-event questions. Children given source-monitoring training were more accurate than control group children in response to misleading and nonmisleading yes-no questions and in response to nonmisleading, open-ended questions. Implications for strategy development, dual representation, and child witness interviewing are discussed
Cognition · Cognitive psychology · Developmental psychology · Event (particle physics · Eyewitness memory · Eyewitness testimony · Interview · Recall · Short-term memory · Suggestibility · Training (meteorology · Witness · Working memory · Child and Animal Learning Development · Identity, Memory, and Therapy · Memory Processes and Influences · Psychological and Educational Research Studies · Psychology · Visual and Cognitive Learning Processes
An overview of source monitoring theory and research regarding children’s training
The Effect of Repeated Exposure on the Picture Preference Bias of Source Monitoring
Effects of practicing episodic versus scripted recall on children's subsequent narratives of a repeated event
Binding an event to its source at encoding improves children’s source monitoring
Theory-of-mind development influences suggestibility and source monitoring
Assessing the value of structured protocols for forensic interviews of alleged child abuse victims
Children's Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction
Instructing Children to Use Memory Strategies
Development of Long-Term Retention
The role of strategy effortfulness in strategy effectiveness
Memory-strategy learning and maintenance in preschool children
The effects of stereotypes and suggestions on preschoolers' reports
Young children's understanding of conflicting mental representation predicts suggestibility
Child abuse and neglect
The influence of the form of the question on the eyewitness testimony of preschool children
Source monitoring
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2008 - 2023 (16) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |