Children's recoding in memory for collaboration: A way of learning from others

Foley, Mary Ann; Ratner, Hilary Horn

doi:10.1016/s0885-2014(98)90022-3

Cited by 39 publications

(67 citation statements)

References 22 publications

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“…Thus, an intriguing dissociation was observed between item and source memory. Although item and source memory are sometimes affected in similar ways by encoding and test manipulations, this pattern is not always found (e.g., Foley & Ratner, 1998;Hicks & R. L. Marsh, 2001;Lindsay & Johnson, 1991). Within the context of source judgments, item memory is typically assessed indirectly by estimating recognition performance from the source accuracy scores.…”

Section: Resultsmentioning

confidence: 99%

Source-monitoring judgments about anagrams and their solutions: Evidence for the role of cognitive operations information in memory

Foley

2007

Memory & Cognition

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Section: Resultsmentioning

confidence: 99%

Source-monitoring judgments about anagrams and their solutions: Evidence for the role of cognitive operations information in memory

Foley

2007

Memory & Cognition

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“…At test, the cognitive operations (anticipations) that are retrieved for the partners' actions resemble those of self-performed actions (Foley & Ratner, 1998a;Foley et al, 1993a). Manipulations of the recoding process result in predictable effects on the presence and strength of the bias.…”

Section: Prospective Processingmentioning

confidence: 99%

“…Manipulations of the recoding process result in predictable effects on the presence and strength of the bias. When 4-year-olds were told to "think about how you would put my pieces on when it's my turn" in the collage task, the bias was exaggerated; when recoding was minimized by instructions to "think about how I would put my pieces on when it's my turn," the bias was eliminated altogether (italics added, Foley & Ratner, 1998a). Hence, the adoption of a first-person perspective in a collaborative task involving actions by self and another person can lead to an increase in source errors.…”

Section: Prospective Processingmentioning

confidence: 99%

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

Roberts

2002

Developmental Review

100

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Identifying the sources of memories (e.g., who carried out an action, whether an event happened or was suggested, when an instance of a repeated event occurred) is an important skill in providing accurate accounts of events in forensic investigations. Sensitivity to the nature and development of children's source-monitoring skills can inform interviewing practices. Five perspectives addressing alternate aspects of the development of children's source monitoring are outlined (source-monitoring theory, fuzzy-trace theory, schema theory, the person-based perspective, and the mental-state reasoning model). Six main areas of empirical research stemming from these theories are then discussed with emphasis on how the findings relate to the forensic arena: The similarity of sources, the identity of the agent, prospective processing, the relation of source monitoring to other cognitive skills, metacognitive understanding, and the stringency of source-monitoring decisions. The research reviewed is used to address two main applications to forensic investigations: (a) expectations of child witnesses, and (b) interviewing protocols.Children's ability to distinguish 3 Children's Ability To Distinguish Between Memories From Multiple Sources: Implications For The Quality And Accuracy Of Eyewitness StatementsOne of the most important investigative tools in forensics is the interview. Interviewing victims of and witnesses to crimes is especially important in investigations where there is little physical evidence and the main evidence therefore comes from eyewitness accounts. Concern has been raised about the reliability of eyewitness testimony, however, because many factors can have adverse effects on the length, quality, and accuracy of testimony. In addition to providing an accurate account of exactly what transpired during a crime, witnesses must also accurately identify the sources or origins of event details. Examples include identifying the source of an action (e.g., Who did it, Perpetrator A or Perpetrator B?), the source of a voice (e.g., Who said it, me or the perpetrator?), the reality status of a past event (e.g., Did it really happen or did I just dream it? Did I really see it happen or did I just hear about it?), and identifying one incident from a series of incidents (e.g., Did he touch me the first time he babysat or the last time he babysat? Did he touch me in the bedroom or the bathroom?). In all of these examples, child victims and witnesses must retrieve their memories and identify the precise source of those memories. Research on the development of such "source monitoring" (Johnson, Hashtroudi, & Lindsay, 1993; can provide us with accurate expectations of child witnesses' capabilities, contribute to the development of appropriate interviewing protocols, and shed light on interviewers' judgments of child witnesses' credibility.There are numerous source distinctions relevant to the forensic arena (see Table 1 for examples). Witnesses need to monitor various sources contained in a target incident (i.e., t...

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“…In such tasks, children sometimes mistake an experimenter's actions as their own. Indeed, Foley and Ratner (1998) reported "I did it" bias in a source monitoring task, where 4-year-old children tended to claim that they placed pieces on collages that were actually placed by an experimenter (see also, Foley, Ratner, & Passalacqua, 1993). This study clearly showed that the internal source (children) would be more salient than the external source (an experimenter).…”

mentioning

confidence: 72%

“…Two sources of information are qualitatively different. Foley and Ratner (1998) reported "I did it" bias in a similar source monitoring task, which suggested that an internal source is more salient than an external source. Although the present study failed to detect the "I did it" bias probably due to that children performed quite well in the source monitoring task, the previous studies clearly showed that the internal source was more salient than the external source.…”

Section: Monitoring and Executive Functionmentioning

confidence: 99%