How Can I Remember When "I" Wasn′t There: Long-Term Retention of Traumatic Experiences and Emergence of the Cognitive Self

Howe, Mark L.; Courage, Mary L.; Peterson, Carole

doi:10.1006/ccog.1994.1019

Cited by 95 publications

(118 citation statements)

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“…This is not surprising, since we have previously found that stress is unrelated to levels of correct recall of traumatic events (Howe et al, 1994). Although, clearly, psychometric considerations cannot be ruled out, there is a growing body of evidence attesting to the independence of recall and stress, at least with the moderate levels of stress reported here (Goodmanetal.,1991).…”

Section: Discussionsupporting

confidence: 75%

“…Because the preschool period is a time ofrapid cognitive change, it would not be unreasonable to expect differences in recall of traumatic events during this period (see Howe, Courage, & Peterson, 1994). Similar age differences might be expected for the effects of other (intervening) experiences on the long-term retention of a target traumatic event.…”

Section: Intrusions In Preschoolers' Recall Of Traumatic Childhood Evmentioning

confidence: 91%

“…For the purposes ofthis article, we selected 32 children in three ofthe age ranges we reported previously (Howe et al, 1994), from whom data were available from both immediate and 6th month's interviews (15 children included were also reported in the previous article and 17 have been interviewed since). Of the 32 children, 12 (5 males, 7 females) had an average age 000 months (SO 53 months), 8 (2 males, 6 females) had an average age of36 months (SO 5 2.6 months), and 12 (7 males, 5 females) had an average age of 48 months (SO 5 3.4 months).…”

Section: Memodmentioning

confidence: 99%

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Intrusions in preschoolers’ recall of traumatic childhood events

Howe

Courage

Peterson

1995

Psychonomic Bulletin & Review

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We investigated the presence of intrusions in preschoolers' memories for traumatic incidents by examining 30-, 36-, and 48-month-olds' initial and 6-month recall of traumatic events that required emergency room treatment. The basic findings were (1) the number of preschoolers who produced an intrusion at the 6th month's interview declined with age, (2) only the youngest preschoolers produced reliably more intrusions at 6 months than initially, (3) the amount of intruded information did not vary with age, and (4) the amount of information correctly recalled about the target traumatic event increased with age and was not affected by the presence of intrusions at any age. That preschoolers were able to recall considerable information concerning the target event, regardless of whether they did or did not produce intrusions, has implications for the veracity of their memories of trauma in real-life situations over extended retention intervals.

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Section: Discussionsupporting

confidence: 75%

Section: Intrusions In Preschoolers' Recall Of Traumatic Childhood Evmentioning

confidence: 91%

Section: Memodmentioning

confidence: 99%

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Intrusions in preschoolers’ recall of traumatic childhood events

Howe

Courage

Peterson

1995

Psychonomic Bulletin & Review

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“…In contrast, the 4-year-olds made more source confusions in response to questions about their own actions than they did about the confederate's actions (Roberts & Blades, 1998). Children develop a sense of self during the preschool years, and some researchers have argued that this is one of the main reasons for the development of autobiographical memory and the offset of childhood amnesia at this time (Howe, 1998;Howe, Courage, & Peterson, 1994).…”

Section: Agent Identitymentioning

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

117

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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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“…Research has repeatedly shown that children, even as young as three years old, have extensive memories for different types of stressful events (Howe, Courage & Peterson, 1996) such as painful medical procedures (Goodman, Quas, Batterman-Faunce, Riddlesberger & Kuhn, 1994, natural disasters (Bahrick, Parker, Fivush & Levitt, 1998;Fivush, Sales, Goldberg, Bahrick & Parker, 2004), physical and sexual abuse (Ghetti, Goodman, Eisen, Qin & Davis, 2002, Leander, Christianson & Granhag, 2007 and kidnapping (Terr, 1988).…”

Section: Childrens' Memories and Reports Of Traumatic And Abusive Eventsmentioning

confidence: 99%

Childrens' report pattern from witnessing homicidal violence - the effect of repeated experience and repeated interviews

Azad¹

2011

PsycEXTRA Dataset

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How Can I Remember When "I" Wasn′t There: Long-Term Retention of Traumatic Experiences and Emergence of the Cognitive Self

Cited by 95 publications

References 0 publications

Intrusions in preschoolers’ recall of traumatic childhood events

Intrusions in preschoolers’ recall of traumatic childhood events

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

Childrens' report pattern from witnessing homicidal violence - the effect of repeated experience and repeated interviews

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