Modern Psychological Studies
Periodical Title
Modern Psychological Studies
Volume
23
Number
2
Page Numbers
1-14
Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Date
2018
Abstract
The present study investigated children’s event recognition as a function of feedback, suggestible question type, and repeated questioning. Forty-three 3- to 5-year-old children read a book and were asked twelve positive-leaning, negative-leaning, and additive-misinformation questions. After six and twelve questions, children were presented with positive or negative feedback and asked the same questions again. Feedback did not affect response accuracy; however, children’s likelihood of changing their answer when questioned a second time varied as a function of question type. Children answered negative-leaning questions more accurately the second time, additive-misinformation questions less accurately the second time, and showed no change with positive-leaning questions. These findings extend prior knowledge of factors that influence children’s recollection of an event.
Subject
Psychology
Discipline
Psychology
Document Type
article
DCMI Type
Text
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by-nc-nd/4.0/
Recommended Citation
Riehle, Hunter K.; Driscoll, Haley T.; Collins-Lee, Briana A.; Balaban, Adam J.; and Arterberry, Martha E.
(2018)
"When memory falls short: The effect of suggestibility and repeated questioning on 3- to 5-year-old children’s recognition of event details,"
Modern Psychological Studies: Vol. 23:
No.
2, Article 1.
Available at:
https://scholar.utc.edu/mps/vol23/iss2/1
Department
Dept. of Psychology