Low‐SES Preschool Children's Eyewitness Memory: The Role of Narrative Skill

Chae, Yoojin; Kulkofsky, Sarah; Debaran, Francisco; Wang, Qi; Hart, Sybil

doi:10.1002/bsl.2242

Cited by 9 publications

(15 citation statements)

References 48 publications

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“…once assessments from each cognitive domain had been entered in Step 4, along with the relevant interaction terms in Step 5). These results are consistent with previous research showing strong age effects for witness ability in TD children (Brown & Lamb, 2015;Burgwyn-Bailes et al, 2001;Chae et al, 2016;Odegard & Toglia, 2013). They also contribute novel evidence that age is a strong predictor of recall for children with autism.…”

Section: Discussionsupporting

confidence: 92%

“…This perhaps indicates the importance of recall processes for the TD group. Previous investigations have revealed relationships between language ability measures and witness recall in TD children (BurgwynBailes et al, 2001;Chae & Ceci, 2005;Chae et al, 2014Chae et al, , 2016Henry & Gudjonsson, 2007), and have hinted at similar relationships in children with autism (albeit using verbal fluency measures: Goddard et al, 2014;McCrory et al, 2007). Nevertheless, our findings can only tentatively suggest that different language processes may be important to autism and TD groups.…”

Section: Discussionsupporting

confidence: 69%

“…Chae, Kulkofsky, Debaran, Wang, and Hart (2014) found that 3-to 5-year-old children with higher expressive and receptive vocabulary skills produced more information about a witnessed event. Similarly, Chae et al (2016) reported that several measures of language (adaptive language use, receptive and expressive vocabulary, narrative skill) were related to measures of event memory in 3-to 5-year-old children.…”

Section: Languagementioning

confidence: 90%

“…Chae et al (2016) recently reported that questionnaire measures of 'attentional focusing' (i.e. questions about the child's concentration) and inhibitory control (i.e.…”

Section: Attentionmentioning

confidence: 99%

“…One of the most reliable findings in the literature is that, with increasing age, TD children's volume and accuracy of recall improves (e.g. Brown & Lamb, 2015;Burgwyn-Bailes, Baker-Ward, Gordon, & Ornstein, 2001;Chae, Kulkofsky, Debaran, Wang, & Hart, 2016;Odegard & Toglia, 2013). This is likely because age is related to many cognitive abilities relevant to witness recall.…”

Section: Age and Intelligence (Iq)mentioning

confidence: 99%

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Do measures of memory, language, and attention predict eyewitness memory in children with and without autism?

Henry

Messer

Wilcock

et al. 2017

Autism & Developmental Language Impairments

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Background and aims: There are few investigations of the relationship between cognitive abilities (memory, language, and attention) and children's eyewitness performance in typically developing children, and even fewer in children on the autism spectrum. Such investigations are important to identify key cognitive processes underlying eyewitness recall, and assess how predictive such measures are compared to intelligence, diagnostic group status (autism or typically developing) and age. Methods: A total of 272 children (162 boys, 110 girls) of age 76 months to 142 months (M ¼ 105 months) took part in this investigation: 71 children with autism and 201 children with typical development. The children saw a staged event involving a minor mock crime and were asked about what they had witnessed in an immediate Brief Interview. This focused on free recall, included a small number of open-ended questions, and was designed to resemble an initial evidence gathering statement taken by police officers arriving at a crime scene. Children were also given standardised tests of intelligence, memory, language, and attention. Results & conclusions: Despite the autism group recalling significantly fewer items of correct information than the typically developing group at Brief Interview, both groups were equally accurate in their recall: 89% of details recalled by the typically developing group and 87% of the details recalled by the autism group were correct. To explore the relationship between Brief Interview performance and the cognitive variables, alongside age, diagnostic group status and non-verbal intelligence quotient, multiple hierarchical regression analyses were conducted, with Brief Interview performance as the dependant variable. Age and diagnostic group status were significant predictors of correct recall, whereas non-verbal intelligence was less important. After age, non-verbal intelligence, and diagnostic group status had been accounted for, the only cognitive variables that were significant predictors of Brief Interview performance were measures of memory (specifically, memory for faces and memory for stories). There was little evidence of there being differences between the autism and typically developing groups in the way the cognitive variables predicted the Brief Interview. Implications: The findings provide reassurance that age -the most straightforward information to which all relevant criminal justice professionals have access -provides a helpful indication of eyewitness performance. The accuracy of prediction can be improved by knowing the child's diagnostic status (i.e. whether the child is on the autism spectrum), and further still by using more specific assessments (namely memory for faces and memory for stories), possibly via the input of a trained professional. Importantly, the findings also confirm that whilst children with autism may recall less information than typically developing children, the information they do recall is just as accurate.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 69%

Section: Languagementioning

confidence: 90%

“…Chae et al (2016) recently reported that questionnaire measures of 'attentional focusing' (i.e. questions about the child's concentration) and inhibitory control (i.e.…”

Section: Attentionmentioning

confidence: 99%

Section: Age and Intelligence (Iq)mentioning

confidence: 99%

See 3 more Smart Citations

Do measures of memory, language, and attention predict eyewitness memory in children with and without autism?

Henry

Messer

Wilcock

et al. 2017

Autism & Developmental Language Impairments

View full text Add to dashboard Cite

show abstract

References

2018

Tell Me What Happened

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Autobiographical memory and autobiographical narrative of a staged event: The influence of the listener

Elmi

Bartoli

Smorti

2019

Applied Cognitive Psychology

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SummaryThe purpose of the present study was to investigate the role of narration and listening conditions in autobiographical memory of a staged event. Eighty young adults were recruited for the present research. First, they were interviewed on current issues (staged event). Second, they were asked to complete a memory questionnaire about the content of the interview. Then, they were assigned to three retrieval conditions: narration to an empathic listener, narration to a detached listener, and retrieving thinking silently about the event. Finally, 1 week later, the participants were asked to complete the memory questionnaire again to assess the influence of narration and listening conditions on memory. The results show that the experimental conditions significantly influenced the memory trend for a staged event. The emphatic listening condition promoted memory significantly more than did the other two conditions. The authors interpret these results in terms of the theory of narrativization.

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Low‐SES Preschool Children's Eyewitness Memory: The Role of Narrative Skill

Cited by 9 publications

References 48 publications

Do measures of memory, language, and attention predict eyewitness memory in children with and without autism?

Do measures of memory, language, and attention predict eyewitness memory in children with and without autism?

References

Autobiographical memory and autobiographical narrative of a staged event: The influence of the listener

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