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An overview of source monitoring theory and research regarding children’s training. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03730-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Nicoladis E, Svob C, Smithson L. What is the source of preschool children's memories of events from their own lives? APPLIED COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1002/acp.3915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Cordón IM, Silberkleit G, Goodman GS. Getting to Know You: Familiarity, Stereotypes, and Children's Eyewitness Memory. BEHAVIORAL SCIENCES & THE LAW 2016; 34:74-94. [PMID: 27117602 DOI: 10.1002/bsl.2233] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
The present study concerned how the acquisition of social information, specifically knowledge about personal characteristics, influences young children's memory and suggestibility. Effects of two sources of knowledge about a target person were systematically examined: familiarity and stereotypes. Children, aged 4-5 and 7-9 years (N = 145), were randomly assigned, per age group, to experimental conditions based on a familiarity (6 hours vs. no prior exposure) × stereotype (negative depiction as messy and clumsy vs. no stereotype) factorial design. Children then watched the target person engage in a target event (a series of contests) at a preschool ("Camp Ingrid"). The children's memory and suggestibility about the target person and target event were tested after a delay of 2 weeks. Results indicated that the negative stereotype resulted in an increase in children's correct responses both to free-recall stereotype-related questions (when children were unfamiliar with the target person) and to closed-ended questions overall (for younger children). However, the stereotype was associated with greater error to stereotype-related closed-ended questions. Moreover, familiarity increased children's accuracy to closed-ended questions. Implications for theory and application are discussed. Copyright © 2016 John Wiley & Sons, Ltd.
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Earhart B, Roberts KP. The role of executive function in children's source monitoring with varying retrieval strategies. Front Psychol 2014; 5:405. [PMID: 24847302 PMCID: PMC4021134 DOI: 10.3389/fpsyg.2014.00405] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2014] [Accepted: 04/17/2014] [Indexed: 11/13/2022] Open
Abstract
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.
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Affiliation(s)
- Becky Earhart
- Department of Psychology, Wilfrid Laurier University Waterloo, ON, Canada
| | - Kim P Roberts
- Department of Psychology, Wilfrid Laurier University Waterloo, ON, Canada
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ZHU L, GUO XY, YANG ZL. The Effect of Repeated Exposure on the Picture Preference Bias of Source Monitoring. ACTA PSYCHOLOGICA SINICA 2010. [DOI: 10.3724/sp.j.1041.2010.00633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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6
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How focus at encoding affects children’s source monitoring. J Exp Child Psychol 2010; 105:273-85. [DOI: 10.1016/j.jecp.2009.12.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2008] [Revised: 12/03/2009] [Accepted: 12/09/2009] [Indexed: 11/18/2022]
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Thierry KL. Practice retrieving source enhances young children's discrimination of live and story events. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2009. [DOI: 10.1016/j.appdev.2008.12.030] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Aydin Ç, Ceci SJ. Evidentiality and suggestibility: A new research venue. New Dir Child Adolesc Dev 2009; 2009:79-93. [DOI: 10.1002/cd.251] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Thierry KL, Lamb ME, Pipe ME, Spence MJ. The flexibility of source-monitoring training: Reducing young children's source confusions. APPLIED COGNITIVE PSYCHOLOGY 2009. [DOI: 10.1002/acp.1574] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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The susceptibility of young preschoolers to source similarity effects: confusing story or video events with reality. J Exp Child Psychol 2009; 102:392-407. [PMID: 19217122 DOI: 10.1016/j.jecp.2008.12.005] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2008] [Revised: 12/23/2008] [Accepted: 12/31/2008] [Indexed: 11/23/2022]
Abstract
This study examined children's tendency to confuse events that varied in source similarity, which was manipulated using different media of event presentation. In Experiment 1, children in two age groups (3- and 4-year-olds and 5- and 6-year-olds) experienced a live presentation of an event, and another event was either heard from a story (low similarity group) or seen on a video (high similarity group). Immediately afterward, the children were asked to monitor the source of the events. The children in the low similarity group produced higher source discrimination scores than did the children in the high similarity group. Overall, the older children were better at source monitoring than were the younger children. In Experiment 2, the procedure was replicated except that the children's source monitoring was tested after a 4-day delay. When attributing the source of the story or video events, both 3- and 4-year-olds and 5- and 6-year-olds in the low similarity group produced more accurate story or video attributions than did their age mates in the high similarity group. However, when attributing the source of the live events, only the 3- and 4-year-olds evidenced this effect of source similarity. The 5- and 6-year-olds in both the low and high similarity groups performed at ceiling levels for live discriminations.
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Mills CM, Keil FC. Children's developing notions of (im)partiality. Cognition 2008; 107:528-51. [PMID: 18083156 DOI: 10.1016/j.cognition.2007.11.003] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2006] [Revised: 10/29/2007] [Accepted: 11/03/2007] [Indexed: 12/01/2022]
Abstract
This research examines the development of children's understanding that people's judgments may be skewed by relationships, and that situational factors may make it difficult to be impartial. One hundred and seventy-one adults and children between kindergarten and eighth grade heard stories about judges in contests with objective or subjective criteria for winning. In Experiment 1, by fourth grade, children rated a judge with no personal connection (the "neutral judge") as being more likely to be objective than a judge with a personal connection (the "connected judge"). Younger children showed the opposite pattern. Experiment 2 replicated this finding for judges, and also found that children across development have similar ideas regarding the characteristics for being a good judge. Not until eighth grade, however, did children indicate that a connected judge was more problematic in subjective situations than in objective ones.
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Affiliation(s)
- Candice M Mills
- The University of Texas at Dallas, P.O. Box 830688, GR41, Richardson, TX 75083, USA.
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Ghetti S, Papini S, Angelini L. The development of the memorability-based strategy: Insight from a training study. J Exp Child Psychol 2006; 94:206-28. [PMID: 16563423 DOI: 10.1016/j.jecp.2006.01.004] [Citation(s) in RCA: 16] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2005] [Revised: 01/27/2006] [Accepted: 01/31/2006] [Indexed: 11/30/2022]
Abstract
We investigated whether the memorability-based strategy, a process supporting the rejection of nonexperienced event occurrence, could be promoted through training. The performance of children who received memorability-based training was compared with that of (a) children who received source-monitoring training and (b) children who did not receive any specific training but were instructed to be as accurate as possible. Participants (142 6- to 10-year-olds) enacted common and bizarre actions. Eighteen days later, participants received misinformation about the first session. Five days after being misinformed, children were questioned about the first session. Compared with children in the no training condition, those in both training conditions reported significantly more true events, but only older children who received the memorability-based training were more likely to reject bizarre suggested events. Age interacted with action type when metacognitive assessments about false event rejection were examined, consistent with the idea that the use of the memorability-based strategy develops late during the elementary school years.
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Affiliation(s)
- Simona Ghetti
- Department of Psychology, University of California, Davis, 95616, USA.
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Kovacs SL, Newcombe NS. Developments in source monitoring: the role of thinking of others. J Exp Child Psychol 2005; 93:25-44. [PMID: 16115644 DOI: 10.1016/j.jecp.2005.06.006] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2005] [Revised: 06/15/2005] [Accepted: 06/28/2005] [Indexed: 11/29/2022]
Abstract
Adults' source judgments are more accurate when they focus on speakers' emotions than when adults focus on their own emotions. Focusing on speakers may lead to better source memory because it encourages processing of the perceptual characteristics of the source and binding of that information to the content of what is being said. The purpose of the current work was to evaluate whether young children's source memory similarly benefits from this outward encoding focus and whether this effect changes developmentally. In Experiment 1, when 4- and 5-year-olds heard an audiotape of two dissimilar speakers, only the 5-year-olds showed better source memory when asked to adopt an other-focus. In Experiment 2, when 4- and 5-year-olds watched a videotape of two similar speakers, the same pattern was found. However, in Experiment 3, when 4-year-olds watched a videotape of two dissimilar speakers (a more optimal encoding condition in which 5-year-olds showed ceiling performance), 4-year-olds benefited from taking an other-focus during encoding. Overall, the data suggest that the benefit for source memory of focusing on another person develops over the preschool years.
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Affiliation(s)
- Stacie L Kovacs
- Department of Psychology, Temple University, Philadelphia, PA 19122, USA.
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Roberts KP, Powell MB. The relation between inhibitory control and children's eyewitness memory. APPLIED COGNITIVE PSYCHOLOGY 2005. [DOI: 10.1002/acp.1141] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Thierry KL, Goh CL, Pipe ME, Murray J. Source Recall Enhances Children's Discrimination of Seen and Heard Events. ACTA ACUST UNITED AC 2005; 11:33-44. [PMID: 15796673 DOI: 10.1037/1076-898x.11.1.33] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The effects of rehearsing actions by source (slideshow vs. story) and of test modality (picture vs. verbal) on source monitoring were examined. Seven- to 8-year-old children (N = 30) saw a slideshow event and heard a story about a similar event. One to 2 days later, they recalled the events by source (source recall), recalled the events without reference to source (no-source-cue recall), or engaged in no recall. Seven to 8 days later, all children received verbal and picture source-monitoring tests. Children in the source recall group were less likely than children in the other groups to claim they saw actions merely heard in the story. No-source-cue recall impaired source identification of story actions. The picture test enhanced recognition, but not source monitoring, of slide actions. Increasing the distinctiveness of the target events (Experiment 2) allowed the picture test to facilitate slideshow action discrimination by children in the no-recall group.
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Affiliation(s)
- Karen L Thierry
- Department of Psychology, Rutgers University, Camden, NJ, USA.
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Gilstrap LL, Papierno PB. Is the cart pushing the horse? the effects of child characteristics on children's and adults' interview behaviours. APPLIED COGNITIVE PSYCHOLOGY 2004. [DOI: 10.1002/acp.1072] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Robinson EJ, Whitcombe EL. Children's suggestibility in relation to their understanding about sources of knowledge. Child Dev 2003; 74:48-62. [PMID: 12625435 DOI: 10.1111/1467-8624.t01-1-00520] [Citation(s) in RCA: 99] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
In the experiments reported here, children chose either to maintain their initial belief about an object's identity or to accept the experimenter's contradicting suggestion. Both 3- to 4-year-olds and 4- to 5-year-olds were good at accepting the suggestion only when the experimenter was better informed than they were (implicit source monitoring). They were less accurate at recalling both their own and the experimenter's information access (explicit recall of experience), though they performed well above chance. Children were least accurate at reporting whether their final belief was based on what they were told or on what they experienced directly (explicit source monitoring). Contrasting results emerged when children decided between contradictory suggestions from two differentially informed adults: Three- to 4-year-olds were more accurate at reporting the knowledge source of the adult they believed than at deciding which suggestion was reliable. Decision making in this observation task may require reflective understanding akin to that required for explicit source judgments when the child participates in the task.
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Affiliation(s)
- E J Robinson
- Department of Psychology, University of Birmingham, England.
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Thierry KL, Lamb ME, Orbach Y. Awareness of the origin of knowledge predicts child witnesses' recall of alleged sexual and physical abuse. APPLIED COGNITIVE PSYCHOLOGY 2003. [DOI: 10.1002/acp.933] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Roberts KP. Children’s ability to distinguish between memories from multiple sources: Implications for the quality and accuracy of eyewitness statements. DEVELOPMENTAL REVIEW 2002. [DOI: 10.1016/s0273-2297(02)00005-9] [Citation(s) in RCA: 76] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Thierry KL, Spence MJ. Source-monitoring training facilitates preschoolers' eyewitness memory performance. Dev Psychol 2002. [DOI: 10.1037/0012-1649.38.3.428] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Roberts KP, Powell MB. Describing individual incidents of sexual abuse: a review of research on the effects of multiple sources of information on children's reports. CHILD ABUSE & NEGLECT 2001; 25:1643-1659. [PMID: 11814161 DOI: 10.1016/s0145-2134(01)00290-3] [Citation(s) in RCA: 37] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
OBJECTIVE For successful prosecution of child sexual abuse, children are often required to provide reports about individual, alleged incidents. Although verbally or mentally rehearsing memory of an incident can strengthen memories, children's report of individual incidents can also be contaminated when they experience other events related to the individual incidents (e.g., informal interviews, dreams of the incident) and/or when they have similar, repeated experiences of an incident, as in cases of multiple abuse. METHOD Research is reviewed on the positive and negative effects of these related experiences on the length, accuracy, and structure of children's reports of a particular incident. RESULTS Children's memories of a particular incident can be strengthened when exposed to information that does not contradict what they have experienced, thus promoting accurate recall and resistance to false, suggestive influences. When the encountered information differs from children's experiences of the target incident, however, children can become confused between their experiences-they may remember the content but not the source of their experiences. CONCLUSIONS We discuss the implications of this research for interviewing children in sexual abuse investigations and provide a set of research-based recommendations for investigative interviewers.
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Affiliation(s)
- K P Roberts
- Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada
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