Children’s ability to distinguish between memories from multiple sources: Implications for the quality and accuracy of eyewitness statements

Laypeople's perceptions of the effects of event repetition, reporting delay, and emotion on children's and adults' memory

For crimes such as child abuse and family violence, jurors' assessments of memory reports from key witnesses are vital to case outcomes in court. Since jurors are not experts on memory, the present research measured laypeople's (i.e., non-experts') beliefs about how three key factors affect witnesses' memory reports for an experienced event: how frequently an event was experienced (repeated, single), the delay between experiencing and reporting the event, and the emotional valence of the event. Across two studies, lay participants completed an online survey that measured their beliefs about each factor. In Study 1, 51 participants completed a survey about how the three factors affect children's memory. In Study 2, another 51 participants completed a survey about how the three factors affect adult's memory. Across both studies, delays were believed to worsen memory, and emotion was believed to improve memory. Beliefs about single and repeated events showed different patterns across the studies. In Study 1, participants' beliefs about children's memory for repeated experience were variable. In Study 2, participants believed that adults' memory was worse for repeated events than single events. Overall, laypeople demonstrated many accurate beliefs about memory, but showed some confusion about children's memory for repeated events.

Children's ability to edit their memories when learning about the environment from credible and noncredible websites

One of the many sources of information easily available to children is the internet and the millions of websites providing accurate, and sometimes inaccurate, information. In the current investigation, we examined children’s ability to use credibility information about websites when learning about environmental sustainability. In two studies, children studied two different websites and were tested on what they had learned a week later using a multiple-choice test containing both website items and new distracters. Children were given either no information about the websites or were told that one of the websites (the noncredible website) contained errors and they should not use any information from that website to answer the test. In both studies, children aged 7- to 9-years reported information from the noncredible website even when instructed not to, whereas the 10- to 12-year-olds used the credibility warning to ‘edit out’ information that they had learned from the noncredible website. In Study 2, there was an indication that the older children spontaneously assessed the credibility of the website if credibility markers were made explicit. A plausible explanation is that, although children remembered information from the websites, they needed explicit instruction to bind the website content with the relevant source (the individual websites). The results have implications for children’s learning in an open-access, digital age where information comes from many sources, credible and noncredible. Education in credibility evaluation may enable children to be critical consumers of information thereby resisting misinformation provided through public sources.

Factors influencing the perceived credibility of children alleging physical abuse

Adults' assessments of the credibility of children's reports are affected by factors including the frequency of abuse, reporting delays and the child's age. The present study examined whether similar factors affect the perceived credibility of children reporting physical abuse, which is more common than sexual abuse. Two hundred and eight mock jurors read a simulated transcript of a child reporting physical abuse to police and made credibility ratings. Within each transcript, abuse frequency (once, repeated), reporting timing (recent, delayed), police question type (open, closed) and child age (6 or 10 years) were manipulated. The child was considered more credible when the abuse was only experienced once and reported shortly after it occurred, and when prompted with open questions. The child's age did not affect credibility judgments. Current findings support recommendations to prioritise open questions with children and provide evidence for extension of the benefits of open questions to children's credibility.

Adult memory for specific instances of a repeated event: a preliminary review

In cases of repeated victimisation, a complainant's statement of abuse, and therefore memory, is often critical evidence for forensic investigations and legal proceedings. It is therefore important to understand the functioning of adults' memory for repeated events. As such, the purpose of this paper was to review the extant literature on adult memory for instances of a repeated event. The results of the review revealed a small number of heterogeneous studies on adult repeated-event memory (N = 12). The literature so far shows that while adults might have difficulty in recalling information specific to instances (narrow accuracy), they are capable of remembering information across multiple instances (broad accuracy). It was also found that several factors may impact recall of instances including age, the number of experienced instances, rehearsing an event, repeated retrieval and event distinctiveness. The discussion highlights the forensic implications of this research and future research directions.

Developmental trends in children's source and destination memory

Destination memory (the ability to remember who one has told information to) has been studied in adult samples, but not with child participants. The goals of the current research were to describe the development of children's destination memory abilities across early to middle childhood and to compare destination memory with source-monitoring abilities within the same age range. In two studies, children aged 5-10 years had conversations with two puppets and were later asked to recall which puppet they had disclosed specific information to. Study 1 (N = 86) revealed age to be a significant predictor of destination memory accuracy. Study 2 (N = 90) demonstrated that source memory and destination memory were related and shared a similar developmental trajectory but that source accuracy was higher on average than destination accuracy. This research contributes to our theoretical understanding of children's memory development, and directions for future research are highlighted in the Discussion. Implications for investigative interviews in which children are asked about prior disclosures are discussed.

Cultural Influences on the Development of Children's Memory and Cognition

Memory is socially constructed. The types of information that children pay attention to and remember, as well as how children organize and recall their memories can differ as a function of sociocultural background. This chapter presents an overview of cultural variations on children's memory and cognition. We draw attention to the necessity of conducting controlled experiments to examine cultural differences in the specific processes involved in episodic memory (e.g., encoding, retention, discrimination skills). We highlight potential challenges (e.g., language, measurement equivalence) that researchers need to overcome to conduct valid cross-cultural research. In light of cultural transformations in recent decades, we outline promising avenues for future research as well as the applications of this research to important issues for forensics and immigrants and asylum-seekers.

The effects of episode similarity on children's reports of a repeated event

Much research has tested techniques to improve children's reporting of episodes from a repeated event by interviewing children after they have experienced multiple episodes of a scripted event. However, these studies have not considered any effects of the similarity shared between event episodes on children's reports. In the current study, 5- to 9-year-olds experienced four episodes of a scripted repeated event that shared a high (n = 76) or low (n = 76) degree of similarity, and were subsequently interviewed about individual episodes. The proportional amount and accuracy of children's reported details were tallied. Children reported proportionally more details and more script deviations after experiencing the high, compared to low, similarity event. Conversely, children were more accurate in their episodic reports when they experienced the low, compared to high, similarity event. The current findings have implications for the generalisability and comparability of past results across laboratory studies.

Recollection improves with age: children's and adults' accounts of their childhood experiences

Since the time of Freud, psychologists have drawn conclusions about children's memory on the basis of retrospective research with adults. Here, we turn the tables by examining what prospective studies with children and adolescents can tell us about the retrospective memory accounts provided by adults. Adults were interviewed about recent events and events from different points during their childhood (Age 5, Age 10) and early adolescence (Age 13). Children (5- and 8- to 9-year-olds) and young adolescents (12- to 13-year-olds) were interviewed about recent events. When matched for age at the time of encoding, adults recalled more about the target events than did 5-year-olds, even though the retention interval for adults was substantially longer. We conclude that retrospective studies with adults may lead researchers to overestimate the content of the early childhood memories that survive. We discuss the theoretical implications of these findings for an understanding of memory development and the practical implications for the interpretation of adults' retrospective accounts in the courtroom.

Five-year-olds can show the self-reference advantage

The current study developed a new paradigm to determine the age at which children begin to show the self-reference advantage in memory. Four-, 5-, and 10-year-olds studied lists of colourful object pictures presented together with self or other face image, and participants were asked to report aloud “who is pointing at the (object).” Then incidental free recall was carried out, followed by source judgments based on the earlier test where participants had to distinguish who pointed to the object. In Experiment 1, only 5-year-old children showed self-reference advantage in the recall, but not in source judgments. By increasing task demand in Experiment 2, 5 and 10-year-olds also showed the self-reference advantage in the recall, but not in source judgments. These results indicated that the new paradigm is appropriate to measure children's self-reference effect in memory, and children as young as 5 years begin to show this effect.

What Could You Really Learn on Your Own?: Understanding the Epistemic Limitations of Knowledge Acquisition

Three studies explored the abilities of 205 children (5-11 years) and 74 adults (18-72 years) to distinguish directly versus indirectly acquired information in a scenario where an individual grew up in isolation from human culture. Directly acquired information is knowledge acquired through firsthand experience. Indirectly acquired information is knowledge that requires input from others. All children distinguished directly from indirectly acquired knowledge (Studies 1-3), even when the indirectly acquired knowledge was highly familiar (Study 2). All children also distinguished difficult-to-acquire direct knowledge from simple-to-acquire direct knowledge (Study 3). The major developmental change was the increasing ability to completely rule out indirect knowledge as possible for an isolated individual to acquire.

Controlled Retrieval of Specific Context Information in Children and Adults

This study adapted a procedure used by Luo and Craik (2009) to examine whether developmental differences exist in the ability to use controlled retrieval processes to access the contextual details of memory representations. Participants from 3 age groups (mean ages 9, 12, and 25 years) were presented with words in 3 study contexts: with a black-and-white picture, with a color picture, or alone without a picture. Six recognition tests were then presented that varied in the demands (high or low) placed on the retrieval of specific contextual information. Each test consisted of a mixture of words that were old targets from 1 study context, distractors (i.e., previously studied words from a different context), and completely new words. A high-specificity and a low-specificity test list was paired with each test question, with high and low specificity being determined by the nature of the distractors used in a test list. High-specificity tests contained words that were studied in similar contexts: old targets (e.g., words studied with black-and-white pictures) and distractors (e.g., words studied with color pictures). In contrast, low-specificity tests contained words that were studied in dissimilar contexts: old targets (e.g., words studied with black-and-white pictures) and distractors (e.g., words previously studied without a picture). Relative to low-specificity tests, the retrieval conditions of high-specificity tests were assumed to place greater demands on the controlled access of specific contextual information. Analysis of recollection scores revealed that age differences were present on high-but not low-specificity tests, with the performance of 9-year-olds disproportionately affected by the retrieval demands of high-specificity tests.

Dual processes of false recognition in kindergarten children and elementary school pupils

We investigated the contribution of monitoring processes to the emergence of false memories in children. Two age groups were compared, assuming lower monitoring ability at preschool age compared with older children. We also manipulated whether elementary school pupils responded in the memory test with or without time pressure. Furthermore, the frequency of list presentation was manipulated within participants. We found that presenting lists thrice compared with only once increased the number of false memories in kindergarten children and in elementary school pupils responding under time pressure but reduced false memories in elementary school pupils responding without time pressure. These findings indicate that kindergarten children still lack the ability to monitor the source of the activation of critical items of Deese-Roediger-McDermott lists.

Age matters in the prevalence and clinical significance of ultra-high-risk for psychosis symptoms and criteria in the general population: Findings from the BEAR and BEARS-kid studies

Early detection of psychosis is an important topic in psychiatry. Yet, there is limited information on the prevalence and clinical significance of high-risk symptoms in children and adolescents as compared to adults. We examined ultra-high-risk (UHR) symptoms and criteria in a sample of individuals aged 8-40 years from the general population of Canton Bern, Switzerland, enrolled from June 2011 to May 2014. The current presence of attenuated psychotic symptoms (APS) and brief intermittent psychotic symptoms (BLIPS) and the fulfillment of onset/worsening and frequency requirements for these symptoms in UHR criteria were assessed using the Structured Interview for Psychosis Risk Syndromes. Additionally, perceptive and non-perceptive APS were differentiated. Psychosocial functioning and current non-psychotic DSM-IV axis I disorders were also surveyed. Well-trained psychologists performed assessments. Altogether, 9.9% of subjects reported APS and none BLIPS, and 1.3% met all the UHR requirements for APS. APS were related to more current axis I disorders and impaired psychosocial functioning, indicating some clinical significance. A strong age effect was detected around age 16: compared to older individuals, 8-15-year olds reported more perceptive APS, that is, unusual perceptual experiences and attenuated hallucinations. Perceptive APS were generally less related to functional impairment, regardless of age. Conversely, non-perceptive APS were related to low functioning, although this relationship was weaker in those below age 16. Future studies should address the differential effects of perceptive and non-perceptive APS, and their interaction with age, also in terms of conversion to psychosis.

Early testimonial learning: monitoring speech acts and speakers

Testimony provides children with a rich source of knowledge about the world and the people in it. However, testimony is not guaranteed to be veridical, and speakers vary greatly in both knowledge and intent. In this chapter, we argue that children encounter two primary types of conflicts when learning from speakers: conflicts of knowledge and conflicts of interest. We review recent research on children's selective trust in testimony and propose two distinct mechanisms supporting early epistemic vigilance in response to the conflicts associated with speakers. The first section of the chapter focuses on the mechanism of coherence checking, which occurs during the process of message comprehension and facilitates children's comparison of information communicated through testimony to their prior knowledge, alerting them to inaccurate, inconsistent, irrational, and implausible messages. The second section focuses on source-monitoring processes. When children lack relevant prior knowledge with which to evaluate testimonial messages, they monitor speakers themselves for evidence of competence and morality, attending to cues such as confidence, consensus, access to information, prosocial and antisocial behavior, and group membership.

Resisting imagination and confabulation: effects of metacognitive training

False memory rejection is enhanced when individuals rely on memorability-based inferences (e.g., "I should remember this event well; if I don't, it must not have happened"). The present study investigated whether 8- and 9-year-olds and adults could be trained to engage in memorability-based inferences to reject false, but highly familiar (increased through imagination and confabulation), events. Across two experiments, participants enacted, imagined, or confabulated a series of actions differing in expected memorability. Two weeks later, half of the participants received memorability-based training before being administered an old/new recognition test in which they were asked to endorse only enacted actions. Thus, imagined and confabulated actions were to be rejected in the face of their high familiarity. Results indicated that adults, but not children, exhibited increased rejection of these false events if they were of high memorability following a training procedure that explained the functioning of memorability-based inferences (Experiment 1, N=100). Children's rejection of familiar events improved only when the training procedure closely mimicked the demands of the retrieval test (Experiment 2, N=125). Theoretical and practical implications are discussed.

The role of executive function in children's source monitoring with varying retrieval strategies

Previous research on the relationship between executive function and source monitoring in young children has been inconclusive, with studies finding conflicting results about whether working memory and inhibitory control are related to source-monitoring ability. In this study, the role of working memory and inhibitory control in recognition memory and source monitoring with two different retrieval strategies were examined. Children (N = 263) aged 4–8 participated in science activities with two sources. They were later given a recognition and source-monitoring test, and completed measures of working memory and inhibitory control. During the source-monitoring test, half of the participants were asked about sources serially (one after the other) whereas the other half of the children were asked about sources in parallel (considering both sources simultaneously). Results demonstrated that working memory was a predictor of source-monitoring accuracy in both conditions, but inhibitory control was only related to source accuracy in the parallel condition. When age was controlled these relationships were no longer significant, suggesting that a more general cognitive development factor is a stronger predictor of source monitoring than executive function alone. Interestingly, the children aged 4–6 years made more accurate source decisions in the parallel condition than in the serial condition. The older children (aged 7–8) were overall more accurate than the younger children, and their accuracy did not differ as a function of interview condition. Suggestions are provided to guide further research in this area that will clarify the diverse results of previous studies examining whether executive function is a cognitive prerequisite for effective source monitoring.

The Contribution of Executive Function to Source Memory Development in Early Childhood

Age-related differences in episodic memory judgments assessing recall of fact information and the source of this information were examined. The role of executive function in supporting early episodic memory ability was also explored. Four- and 6-year-old children were taught 10 novel facts from two different sources (experimenter or puppet) and memory for both fact and source information was later tested. Measures of working memory, inhibitory control, and set-shifting were obtained to produce an indicator of children's executive function. Six-year-olds recalled more fact and source information than 4-year-olds. Regression analyses revealed that age, language ability, and executive function accounted for unique variance in children's fact recall and source recall performance. These findings suggest a link between episodic memory and executive function, and we propose that developmental investigations should further explore this association.

Children's natural conversations following exposure to a rumor: linkages to later false reports

Previous research has shown that children naturally propagate overheard false rumors and that the circulation of such information can induce children and their peers to wrongly recall actually experiencing rumored-but-nonexperienced events. The current study extends this work by recording 3- to 6-year-olds' naturally occurring conversations following exposure to an erroneous rumor. Results indicate that, compared with children who overhear rumors spread by adults, those who pick up rumors from peers during natural interactions engage in deeper and more inventive rumor mongering. Moreover, the degree and originality of rumor propagation was linked with various qualities of children's subsequent recollections at both 1-week and 4-week delayed interviews. Furthermore, compared with 3- and 4-year-olds, 5- and 6-year-olds naturally transmitted more novel and coherent embellishments of the rumor to their peers, and more of their false narrative reports during the interviews overlapped with their own and their peers' utterances transmitted soon after the rumor was planted.

Examining the course of hallucinatory experiences in children and adolescents: a systematic review

BACKGROUND

Childhood and adolescence represent the periods during which hallucinatory experiences occur at the greatest prevalence, and also constitute a critical window of vulnerability for the pathogenesis of psychotic disorders. The longitudinal course of hallucinatory experiences during late childhood and adolescence, as well as their relationship to psychotic disorders, has never been the subject of review.

METHODS

We followed the PRISMA guidelines for conducting systematic reviews and combined the use of electronic and manual systematic search methods. Data were extracted upon pre-defined requested items and were analyzed using several epidemiological measures. The interpretation of the results was conducted in relation to the study design variables.

RESULTS

A total of 11 datasets (6 epidemiological and 5 clinical) were reviewed. The baseline prevalence of hallucinatory experiences ranged from 4.9% to 9%. Discontinuation occurred in between 58.7% and 94.5% of the cases, and person-year discontinuation rates ranged from 3% to 40.7% and appeared to be related to the duration of follow-up. Despite low person-year incidence rate, incident cases constituted between 27.7% and 83.3% of outcome samples. 2 of 3 studies showed evidence to predict transition to psychosis with likelihood ratios of 2.5 and 6.6.

CONCLUSIONS

Hallucinatory experiences are a common experience during childhood and adolescence. A review of the current literature suggests that there is a considerable turnover of incident-discontinuing cases and that most cases discontinue in the short term. A subset of the cases was at risk for persistence or transition to psychosis, probably related to indicators of severity of the hallucinatory experience.

Episodic memory updating: the role of context familiarity

We previously demonstrated that spatial context is a powerful reminder that can trigger memory updating (Hupbach, Hardt, Gomez, & Nadel in Learning & Memory, 15, 574-579 2008). In the present study, we asked whether the familiarity of the spatial context modulates the role of spatial context as a reminder. Since context familiarity can be easily manipulated in children, we chose 5-year-olds as study participants. In two experiments, we demonstrated robust memory-updating effects in children. Spatial context triggered incorporation of new information into old memories only when the context was unfamiliar. In highly familiar spatial environments (children's homes), spatial context did not initiate memory updating. Other reminders (the experimenter and a reminder question) became highly effective in familiar contexts. These findings shed further light on the specific conditions that trigger memory updating and support the view that the mechanisms underlying it are similar in children and adults.

False rumors and true belief: memory processes underlying children's errant reports of rumored events

Previous research has shown that overhearing an errant rumor--either from an adult or from peers--about an earlier experience can lead children to make detailed false reports. This study investigates the extent to which such accounts are driven by changes in children's memory representations or merely social demands that encourage the reporting of rumored information. This was accomplished by (a) using a warning manipulation that eliminated social pressures to report an earlier heard rumor and (b) examining the qualitative characteristics of children's false narratives of a rumored-but-nonexperienced event. Findings indicated that overheard rumors can induce sensory and contextual characteristics in memory that can lead children to develop genuine false beliefs in seeing rumored-but-nonexperienced occurrences. Such constructive tendencies were especially likely among 3- and 4-year-olds (relative to 5- and 6-year-olds) and when rumors were picked up from peers during natural social interactions (relative to when they were planted by an adult).

Developmental differences in the impact of contextual factors on susceptibility to retroactive interference

The influence of contextual similarity on children's recognition memory performance was examined using a retroactive interference paradigm. In the study, 9- and 12-year-olds were randomly assigned to one of two contextual conditions. In both conditions, target and interfering information were presented in distinctive contexts by using different modalities (pictures and words, respectively). However, in one condition the test was presented in the same context as the target information (picture-word-picture [PWP] condition), whereas in the other condition the test was presented in the same context as the interfering information (picture-word-word [PWW] condition). Performance in these conditions was compared with performance in a noninterference control condition (picture-word [P-W]). As predicted, overall recognition performance in the PWP condition was significantly better than in the PWW condition. However, whereas in the PWP condition there was no age difference in performance, in the PWW condition the 12-year-old group produced significantly more hits and fewer false alarms than the 9-year-old group. The theoretical implications of the results are discussed in reference to the effortful engagement of developmentally dependent executive control processes.

Knowing how we know: evidentiality and cognitive development

Evidentials are grammatical elements such as affixes and particles indicating the source of knowledge. We provide an overview of this grammatical category and consider three research domains to which developmental studies on evidentiality contribute: the acquisition of linguistic means to characterize knowledge, the conceptual understanding of knowledge sources, and the evaluation of others' testimony. We also consider the study of evidentiality in relation to the Sapir-Whorf hypothesis about the influence of language on thought.

Children's recall of emotionally arousing, repeated events: a review and call for further investigation

The influence, if any, of emotional arousal on memory is a controversial topic in the literature. Much of the research on memory for emotionally arousing events has focused on a few specific issues (e.g., differences in types of details recalled in emotionally arousing and neutral events; increasing ecological validity). Although gaining more recent attention, a neglected area in the literature has been memory for instances of repeated, emotionally arousing events. This issue has important implications for understanding children's ability to recall events in a forensic setting. We review existing findings on memory for emotionally arousing events in general and particularly in children, children's memory for events that occur repeatedly, and then discuss the scarce research on repeated emotionally arousing events and the need for further research in this area. We conclude that although it is clear that children are capable of accurately reporting arousing and repeated experiences, it is also apparent that circumstances both within and outside the control of investigative interviewers influence this ability.

Imaginary companions and young children's responses to ambiguous auditory stimuli: implications for typical and atypical development

BACKGROUND

Previous research has reported a link between imaginary companions (ICs) in middle childhood and the perception of verbal material in ambiguous auditory stimuli. These findings have been interpreted in terms of commonalities in the cognitive processes underlying children's engagement with ICs and adults' reporting of imaginary verbal experiences such as auditory verbal hallucinations. The aim of the present study was to examine these relations using improved methodology and a younger sample of children for whom engagement with ICs would be expected to be particularly salient.

METHOD

Data on young children's (age range: 4-8 years) reporting of ICs were gathered in two studies (total N = 80). Responses to ambiguous auditory stimuli were investigated using the new Jumbled Speech task, which measures participants' likelihood of perceiving words in meaningless but speech-like auditory stimuli.

RESULTS

Reporting hearing words in the Jumbled Speech task was associated with having a parentally corroborated IC. Hearing words on the task and having an IC were unrelated to age, gender, verbal ability, and understanding of the stream of consciousness.

CONCLUSIONS

Findings are consistent with the hypothesis that engaging with ICs is one aspect of a general susceptibility to imaginary verbal experiences. We consider the implications for the assumption of continuity in psychopathological experiences between childhood and adulthood.

Prospects for a cognitive-developmental account of psychotic experiences

PURPOSE

It has recently been recognized that psychosis represents the end-point of abnormal developmental pathways. The neurodevelopmental framework, within which this observation has typically been interpreted, has a number of limitations, particularly its failure to take account of recent advances in our understanding of the psychology of unusual experiences, such as hallucinations and delusions. The purpose of the present review is to highlight the advantages of considering psychosis within the framework of mainstream developmental psychology. The approach we advocate integrates findings from neurodevelopmental research with research on typical cognitive and sociocognitive development and the psychology of psychotic symptoms.

METHOD

We review selected research on the developmental precursors of psychosis and on the role of cognitive processes in psychotic symptoms, together with relevant literature addressing the development of these processes in healthy children.

RESULTS

Developmental psychology provides clues about the cognitive and sociocognitive abnormalities that may be involved in hallucinations and delusions. An integration of these findings with existing knowledge on the neurodevelopment of psychosis suggests new avenues of research for investigators working at both biological and psychological levels of explanation.

CONCLUSIONS

The literature on typical cognitive and sociocognitive development provides a rich source of hypotheses about the ontogenetic pathways leading to psychosis.

Young children’s reports of when learning occurred

This study investigated young children's reports of when learning occurred. A total of 96 4-, 5-, and 6-year-olds were recruited from suburban preschools and elementary schools. The children learned an animal fact and a body movement. A week later, children learned another animal fact and another body movement and then answered questions about when the different learning events occurred. Responses of children who responded correctly to control questions about time supported the hypothesis that temporal distance questions would elicit more correct responses than would temporal location questions. Partial support was also found for the hypothesis that behavior learning would generate more correct reports than would fact learning. Implications for characterizations of children's developing understanding of knowledge and for applications of those characterizations in education and eyewitness testimony are discussed.

Does providing props during preparation help children to remember a novel event?

We investigated the conditions under which preparatory information presented 1 day before a novel event influenced 6-year-olds' recall 1 week later. Children were assigned to one of six experimental conditions. Three conditions involved preparatory information that described the event accurately but differed according to the presence and type of props (verbal, real props, and toy props). In two conditions, which also differed according to whether verbal information was supplemented with real props, half of the preparatory information described the event accurately, whereas the other half was thematically similar to, but inconsistent with, the event (misleading verbal and misleading props). Compared with the attentional control condition, all forms of preparation that described the event accurately increased correct recall. Preparation that included props improved photograph recognition. When half of the accurate information was replaced by misleading information, the positive benefit on recall was reduced, and when misleading props accompanied the misleading information, errors increased. The potential underlying mechanisms and implications for pediatric settings are discussed.

Children's basic memory processes, stress, and maltreatment

Building upon methods and research utilized with normative populations, we examine extant assumptions regarding the effects of child maltreatment on memory. The effects of stress on basic memory processes is examined, and potential neurobiological changes relevant to memory development are examined. The impact of maltreatment-related sequelae (including dissociation and depression) on basic memory processes as well as false memories and suggestibility are also outlined. Although there is a clear need for additional research, the investigations that do exist reveal that maltreated children's basic memory processes are not reliably different from that of other, nonmaltreated children.

The effect of interviewing techniques on young children's responses to questions

BACKGROUND

Research into the effect of interviewing techniques has been predominantly within the paradigm of eyewitness testimony. This review focuses on the issues of questioning and examines whether children's responses are affected by questioning techniques, and whether these effects are generic to all interviewing contexts.

METHODS

Systematic literature searches were used to identify areas of concern and current findings in research on interviewing young children (aged 4-12).

RESULTS

The style and wording of questioning can affect children's responses and accuracy positively and negatively. These effects were especially apparent in interviews with the youngest children.

CONCLUSIONS

The implications of these findings are relevant in all contexts where an adult questions a child. It has been demonstrated that interviewing techniques can affect responses from children and that it is therefore imperative that interviewers are aware of, understand and control their influence in order to elicit complete, accurate and reliable information from the child.

Children’s suggestibility for an instance of a repeated event versus a unique event: The effect of degree of association between variable details

Are children who experience an event repeatedly more suggestible about an instance of the event than children who experience it once? Researchers have answered this question both in the affirmative and in the negative. In this study, we hypothesized that the degree of association between details that changed across instantiations of the event would help to explain the discrepancy. Preschoolers (4- and 5-year-olds) and first graders (6- and 7-year-olds) participated in either a single play session or four repeated play sessions, each of which contained 16 critical details. Across play sessions in the repeat-event condition, half of the critical details were associated and half were not associated. During a biasing interview 2 weeks later, children were misinformed about half of the critical details. The next day, children answered free and cued recall questions about the target play session. Among older children, repeat-event participants were more suggestible than single-event participants, especially for high-association details. Among younger children, repeat-event participants were more suggestible than single-event participants for low-association details. Consistent with some current theories of children's memory, older children were more suggestible than younger children.

Interviewing former 1- and 2-year olds about medical emergencies 5 years later

Five years earlier, 1- and 2-year-old children who had been injured seriously enough to require hospital ER treatment had been recruited from the ER. For this study, as many of these children as could be found participated. The majority of former 1-year olds recalled nothing about these highly stressful events, whereas most former 2-year olds recalled a great deal. For those former 1-year olds who did recall the target events, quality of recall was problematic. In particular, they made considerable source confusions or intrusions into their accounts of details from other related events, producing an account that amalgamated various events into one recollection. Forensic implications are discussed.