“I saw it with my own ears”: The effects of peer conversations on preschoolers’ reports of nonexperienced events

Principe, Gabrielle F.; Ceci, Stephen J.

doi:10.1016/s0022-0965(02)00120-0

Cited by 57 publications

(42 citation statements)

References 28 publications

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“…Thus, an explanation that reminiscence and hypermnesia depend on the participants deliberately trying to remember relevant information between interviews can be tentatively set aside. However, it remains possible that because the children were recruited from the same school, those who were not forewarned of the second interview may have nonetheless suspected that they would be reinterviewed through conversations with their classmates (e.g., see Principe & Ceci, 2002).…”

Section: Resultsmentioning

confidence: 99%

Reminiscence and hypermnesia in children’s eyewitness memory

Rooy

Pipe

Murray

2005

Journal of Experimental Child Psychology

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Three experiments examined reminiscence and hypermnesia in 5- and 6-year-olds' memory for an event across repeated interviews that occurred either immediately afterward (Experiment 1) or after a 6-month delay (Experiments 2 and 3). Reminiscence (recall of new information) was reliably obtained in all of the experiments, although the numbers of new items recalled were fewer after a delay than when the interviews occurred immediately afterward. Hypermnesia (increasing total recall over repeated recall attempts) was obtained only in Experiment 1 when interviews occurred immediately and 24 h after the event.

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Section: Resultsmentioning

confidence: 99%

Reminiscence and hypermnesia in children’s eyewitness memory

Rooy

Pipe

Murray

2005

Journal of Experimental Child Psychology

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“…This person might be overly confident in passing on the knowledge to others, perpetuating what might be false rumour. She might provide inaccurate evidence in a legal setting in which she is required to report only direct experience (Principe & Ceci, 2002;Principe & Kanaya, 2003;Principe, Kanaya, Ceci & Singh, 2006). So far we have considered only verbally explicit reports about sources and the bases of knowledge.…”

Section: What Children Know About the Source Of Their Knowledgementioning

confidence: 99%

What children know about the source of their knowledge without reporting it as the source

Haigh

Robinson

2009

European Journal of Developmental Psychology

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We argue that, amongst 3- to 5- year-olds, failure to report the source of knowledge recently acquired in answer to “How do you know…?” is due to a specific failure to make a causal inference, in line with source monitoring theory but not fuzzy trace theory. In three Experiments, children (N = 37; 30; 59) identified a hidden toy by seeing, feeling, or by being told, having had two modes of access on each trial, one informative (e.g. seeing a toy identified by colour) and the other uninformative (e.g. being told the toy’s colour by the Experimenter who had only felt it). Children who answered the know question wrongly nevertheless reported accurately who saw and who felt the toy, and what the well-informed player had said. They also realised when\ud the Experimenter’s uninformative access implied their own knowledge was unreliable, suggesting precocious working understanding of knowledge sources

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“…Konfrontiert man (vor allem Kinder) mit der Vorhaltung, andere Personen hätten bereits von einem Ereignis erzählt, und gibt darüber hinaus zu erkennen, dass diese Einlassung mit einer positiven Reaktion verknüpft ist, so erhöht sich der Druck, eine der Vorhaltung entsprechende Aussage zu machen [23].…”

Section: Formen Und Effekte Suggestiver Beeinflussungenunclassified