“…Within this framework, memory, suggestibility, and AD-doll use have multiple determinants, developmental level being an important but not the sole influence. Consistent with this view, when a task is simplified, when appropriate cues are available, and when the socioemotional context is supportive, young children typically provide more complete and accurate memory reports than when a task is complex requiring coordination of multiple higher level representations, when appropriate cues are unavailable, and when the socioemotional context is nonsupportive (e.g., Donaldson, 1979; Fischer & Bullock, 1984; Goodman, Bottoms, Schwartz-Kenney, & Rudy, 1991; Kail, 1990; Price & Goodman, 1990). For example, memory performance may falter when inaccurate or irrelevant cues in the form of toy props are introduced (Pipe, Gee, & Wilson, 1993; Saywitz, Goodman, Nicholas, & Moan, 1991; i.e., in some situations, AD dolls could constitute misleading or irrelevant cues), when the language used in an interview is unfamiliar and abstract (Brennan & Brennan, 1988; Carter, 1991; Perry et al, 1993), and when the emotional context is intimidating (Goodman et al, 1991; Hill & Hill, 1987; Saywitz & Nathanson, in press).…”