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Modern Psychological Studies

Volume

23

Number

2

Page Numbers

1-14

Department

Dept. of Psychology

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.

Keyword

eyewitness testimony; suggestibility; event memory; feedback; preschoolers

Discipline

Psychology

Document Type

articles

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by-nc-nd/4.0/

Included in

Psychology Commons

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