Effects of discrete emotions on young children's suggestibility.

Two experiments investigated the effects of sadness, anger, and happiness on 4- to 6-year-old children's memory and suggestibility concerning story events. In Experiment 1, children were presented with 3 interactive stories on a video monitor. The stories included protagonists who wanted to give the child a prize. After each story, the child completed a task to try to win the prize. The outcome of the child's effort was manipulated in order to elicit sadness, anger, or happiness. Children's emotions did not affect story recall, but children were more vulnerable to misleading questions about the stories when sad than when angry or happy. In Experiment 2, a story was presented and emotions were elicited using an autobiographical recall task. Children responded to misleading questions and then recalled the story for a different interviewer. Again, children's emotions did not affect the amount of story information recalled correctly, but sad children incorporated more information from misleading questions during recall than did angry or happy children. Sad children's greater suggestibility is discussed in terms of the differing problem-solving strategies associated with discrete emotions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Young children's understanding of conflicting mental representation predicts suggestibility.

This study examined the relation between developmental suggestibility effects and preschoolers' emerging ability to reason about conflicting mental representations (CMRs). Three- to 5-yr-olds listened to a story accompanied by pictures. Following a 4-min delay, children answered straightforward and misleading questions about the story. One wk later, their memory for the story was assessed. Children also completed tasks indexing their ability to reason about CMRs. Stepwise regression analyses revealed that suggestibility was negatively related to performance on CMR tasks. This finding remained significant after controlling for age, children's level of initial encoding of the event, and their ability to retrieve event details when not misled. An integration is proposed between children's theory of mind and source monitoring that may help to explain early developmental changes in suggestibility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prestige effects in body-sway suggestibility.

The effect of the prestige of E on body-sway suggestibility was assayed by measuring the influence of academic personnel on students. The findings, in general, were that body-sway suggestibility was heightened in response to individuals perceived as being prestigeful, most significantly among Ss already high in suggestibility. From Psyc Abstracts 36:02:2GD87D. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maltreated children's memory: Accuracy, suggestibility, and psychopathology.

Memory, suggestibility, stress arousal, and trauma-related psychopathology were examined in 328 3- to 16-year-olds involved in forensic investigations of abuse and neglect. Children's memory and suggestibility were assessed for a medical examination and venipuncture. Being older and scoring higher in cognitive functioning were related to fewer inaccuracies. In addition, cortisol level and trauma symptoms in children who reported more dissociative tendencies were associated with increased memory error, whereas cortisol level and trauma symptoms were not associated with increased error for children who reported fewer dissociative tendencies. Sexual and/or physical abuse predicted greater accuracy. The study contributes important new information to scientific understanding of maltreatment, psychopathology, and eyewitness memory in children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Confidence judgments in children's and adult's event recall and suggestibility.

The present work investigated the role of children's and adults' metacognitive monitoring and control processes for unbiased event recall tasks and for suggestibility. Three studies were conducted in which children and adults indicated their degree of confidence that their answers were correct after (Study 1) and before (Study 2) answering either unbiased or misleading questions or (Study 3) forced-choice recognition questions. There was a strong tendency for overestimation of confidence regardless of age and question format. However, children did not lack the principal metacognitive competencies when these questions were asked in a neutral interview. Under misleading questioning, in contrast, children's monitoring skills were seriously impaired. Within each age group, better metacognitive differentiation was positively associated with recall accuracy in the suggestive interview. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive interviewing procedures and suggestibility in children's recall

In this study the authors examine the effects of procedures adapted from the cognitive interview of R. E. Geiselman, R.P. Fisher, D.P. MacKinnon, and H.L. Holland (1985) on children's recall following exposure to misleading suggestions. Children aged 5-7 years and 9-11 years saw a videotaped story and were presented with misleading or neutral information concerning story details. All were later given free- and cued-recall tests preceded by standard interview instructions or instructions that reinstated the encoding context and encouraged exhaustive reporting. Increased recall accuracy was found following cognitive interview instructions. Both age groups were susceptible to misleading suggestions, but susceptibility was unaffected by interview type. The authors discuss the implications for interviewing child witnesses.     

Memory organization during children's repeated recall.

Presented a list of categorically related words to 20 2nd graders and 20 6th graders in a memory test. Multiple recall tests followed the initial presentation of words so that changes in memory organization could be assessed over recall attempts. Ss in both grades remembered many new words on later recall trials that they had not remembered on Trial 1. The proportions of new words recalled and the retrieval characteristics of these words were similar in both grades. Younger Ss, however, forgot many words during repeated recall, and older Ss did not. Different patterns of forgetting were correlated with different types of organizational strategies. Second graders recalled words in a sequential, rote manner with few transformations or rearrangements of words. Sixth graders, on the other hand, actively constructed larger categories or chunks of words over recall attempts. The spontaneous reconstruction of remembered information by 6th graders is interpreted as a manifestation of constructive memory-monitoring skills. Some potential advantages of a repeated recall paradigm for developmental research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of experience in judging children's photographs.

3 groups of Ss—undergraduates, parents, professional psychologists—ranked photographs of 10 children on intelligence, sociability, activity, sensitivity, and mental health. In comparison with a child psychologist who had observed the children over a 2-year period, Ss, as groups, made consistent judgments of intelligence, sociability, and health; but, as individuals, their judgments were of low validity. Judgments of children's photographs are not related to practical experience or to professional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of a narrative model on children's moral judgments.

Tested the hypothesis that children's moral orientation can be influenced by exposure to narrated models that express consistent moral judgments based on either the consequences of an action or the motives of the individual. 66 1st and 2nd graders were randomly assigned to 3 conditions: objective model (judgments based on consequences), subjective model (judgments based on motives), or no model, with an equal number of males and females in each group. Following the procedure of Piaget and others, a pretest presented all Ss with pairs of stories contrasting a well-intentioned act involving serious consequences with an ill-intentioned act involving minor consequences. In the experimental phase which followed the pretest by 2 wks, Ss were exposed to narrative characters who made consistent moral judgments. A posttest conducted by another E followed immediately. Results indicate that the objective model condition significantly increased responding based on consequences, and the subjective model condition significantly increased responding on motives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of labeling and pointing on children's selective attention.

20 boys and 20 girls at each of 3 grade levels (3rd, 5th, and 7th) were tested in an incidental learning task designed to clarify the role of labeling on children's selective learning. Half the Ss labeled the central stimuli, and half pointed to them as they were exposed. Central learning increased and incidental learning decreased from 3rd to 5th to 7th grade. Labeling facilitated central learning, but pointing did not. Both labeling and pointing reduced incidental learning. Results indicate that labeling has both attention focusing and encoding effects but that the latter are more important for central learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Classroom contextual effects on children's play.

Examined the effects of age, sex, and context of preschool classrooms on children's play. In Study 1, observed 3-, 4-, and 5-year-olds playing in art, blocks, and replica play areas in their age-graded classrooms. Results suggested that children's play was related to Age?×?Play Area interactions. These relations were not independent of children's sex-related self-selection into the play areas or the number of participants in the areas. In Study 2, same-age, same-sex dyads played with blocks and replica props in experimental playrooms. Play was mediated by age, sex, and play area. Girls' play was less sophisticated than boys' play in the blocks area because it was an area in which males tended to play. Furthermore, the ecological validity of Study 2 was established vis-à-vis Study 1 results. In Study 3, same-age, mixed-sex dyads played in constructive and replica areas in experimental playrooms. No sex or Sex?×?Context effects were observed on play. Boys tended to dominate girls in both contexts. Results are explained in terms of Lewin's model of context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental differences in the effects of repeated interviews and interviewer bias on young children's event memory and false reports.

The present study investigated developmental differences in the effects of repeated interviews and interviewer bias on children's memory and suggestibility. Three- and 5-year-olds were singly or repeatedly interviewed about a play event by a highly biased or control interviewer. Children interviewed once by the biased interviewer after a long delay made the most errors. Children interviewed repeatedly, regardless of interviewer bias, were more accurate and less likely to falsely claim that they played with a man. In free recall, among children questioned once after a long delay by the biased interviewer, 5-year-olds were more likely than were 3-year-olds to claim falsely that they played with a man. However, in response to direct questions, 3-year-olds were more easily manipulated into implying that they played with him. Findings suggest that interviewer bias is particularly problematic when children's memory has weakened. In contrast, repeated interviews that occur a short time after a to-be-remembered event do not necessarily increase children's errors, even when interviews include misleading questions and interviewer bias. Implications for developmental differences in memory and suggestibility are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of contrasting styles of adult-child interaction on children's curiosity.

Data from 40 nursery school children show that Ss in the presence of an aloof, critical adult were less likely to display incidental task-related curiosity and exploratory behavior, had longer latencies before beginning to explore, and were less inclined to venture guesses as to the identity of objects than Ss in the presence of a friendly, supportive adult. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of three variables on children's concepts of physical causality.

"This study investigated the effects of 3 variables on children's concepts of physical casuality. It was found that: (1) The nature of the causal thinking of withdrawn children is at a significantly less mature level than the causal thinking of normal children. (2) Questions about phenomena whose causal agents are not accessible to direct experience yielded significantly more nonnaturalistic responses than did questions about phenomena whose causal agents are more ascessible. (3) Questions worded so as to suggest the possible operation of 'animistic,' 'supernatural,' or 'dynamic' forces yielded more such nonnaturalistic types of responses than questions less suggestively worded." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychoneurosis and suggestibility.

"The main aim was to investigate the relationship between neuroticism and suggestibility, using a test which did not involve static ataxia. Hull's horizontal arm movement test was used, and confirming previous findings, neurotics moved more with suggestion than normals. Some movement occurred without suggestion (the neurotics tending to move more than the normals). There was no evidence of a difference in suggestability between the groups when they were matched for arm movement without suggestion, although such movement was slight. It is therefore impossible to conclude with certainty that neurotics respond more to suggestion." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variability in deaf children's spelling: The effect of language experience.

French-speaking hearing and deaf children, ranging in age from 6 years 10 months to 14 years 7 months were required to spell words including phoneme-to-grapheme correspondences that were either statistically dominant or nondominant. Of interest was whether the nature of linguistic experience (cued speech vs. sign language) and the precocity of such experience (early vs. late exposure) determines accuracy in the use of phoneme-to-grapheme knowledge. Cued speech is a system delivering phonemically augmented speechreading through the visual modality. Hearing and deaf children exposed to cued speech early at home relied on accurate phoneme-to-grapheme correspondences, whereas children exposed to cued speech later and at school only, and children exposed to sign language, did not. A critical factor in the development of the phonological route for spelling seems to be early and intensive exposure to a system making all phonological distinctions easily perceivable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of BOTOX injections on emotional experience.

Although it was proposed over a century ago that feedback from facial expressions influence emotional experience, tests of this hypothesis have been equivocal. Here we directly tested this facial feedback hypothesis (FFH) by comparing the impact on self-reported emotional experience of BOTOX injections (which paralyze muscles of facial expression) and a control Restylane injection (which is a cosmetic filler that does not affect facial muscles). When examined alone, BOTOX participants showed no pre- to posttreatment changes in emotional responses to our most positive and negative video clips. Between-groups comparisons, however, showed that relative to controls, BOTOX participants exhibited an overall significant decrease in the strength of emotional experience. This result was attributable to (a) a pre- versus postdecrease in responses to mildly positive clips in the BOTOX group and (b) an unexpected increase in responses to negative clips in the Restylane control group. These data suggest that feedback from facial expressions is not necessary for emotional experience, but may influence emotional experience in some circumstances. These findings point to specific directions for future work clarifying the expression-experience relationship. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of a say-then-do training sequence on children's social behavior.

A say-then-do training sequence was used to teach 3 behaviorally impaired 4–5 yr olds to give and take objects appropriately in a classroom. During Training Phase 1, Ss were taught to self-instruct appropriate behavior before relinquishing or receiving objects from adults and peers in a treatment setting. During Training Phase 2, adult supervision was faded from the treatment, and Ss were required to continue to self-instruct while playing with their peers. Data were collected on appropriate social behavior of Ss in both treatment and extratreatment settings. Results show that the procedures were effective for each S. Ss rapidly acquired the target behavior and were successful in generalizing and maintaining the behavior in an extratreatment setting. Results are discussed as they relate to Ss' initial acquisition of the target behavior, generalization of the target behavior to an extratreatment setting, maintenance of the behavior over time, and the applicability of the training procedures. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of repeated expressions on attitude polarization during group discussions.

Classic explanations of the "group polarization phenomenon" emphasize interpersonal processes such as informational influence and social comparison (Myers & Lamm, 1976). Based on earlier research, we hypothesized that at least part of the polarization observed during group discussion might be due to repeated attitude expression. Two studies provide support for this hypothesis. In Study 1, we manipulated how often each group member talked about an issue and how often he or she heard other group members talk about the issue. We found that repeated expression produced a reliable shift in extremity. A detailed coding of the groups' discussions showed that the effect of repeated expression on attitude polarization was enhanced in groups where the group members repeated each other's arguments and used them in their own line of reasoning. Study 2 tested for this effect experimentally. The results showed that the effect of repeated expression was augmented in groups where subjects were instructed to use each others' arguments compared to groups where instructions were given to avoid such repetitions.… (PsycINFO Database Record (c) 2010 APA, all rights reserved)