Context and cue cards in young children's testimony: A comparison of brief narrative elaboration and context reinstatement.

In a comparison of interview procedures that aimed to assist retrieval strategies in children's event recall, 72 children aged 4-6 years were questioned about a witnessed event. Context reinstatement and brief narrative elaboration (an abbreviated version of K. J. Saywitz and L. Snyder's [1996] procedure) produced similar levels of correct recall, and both elicited more correct recall than did a control condition, with no increase in errors. Combining these procedures did not further improve performance. The superiority of narrative elaboration over the control group was evident in free recall and did not depend on explicit prompting with cue cards. These findings suggest that incorporating brief narrative elaboration training in investigative interviews with children may, like context reinstatement, be a valuable mnemonic aid. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's memory for medical emergencies: 2 years later.

Long term recall of medical emergencies (including both injury and hospital treatment) by 2- to 13-year olds was assessed 2 yrs after injury. Event identity was important: Children recalled injury details better than hospital treatment. Ninety-six children were interviewed 3 times prior to the 2-year recall; amount recalled decreased only for hospital treatment details, although accuracy of recall decreased for both injury and treatment. Twenty-one children were interviewed only twice prior to the 2-year interview. An extra interview 1 year after their injury had little effect on how much older children recalled about injury details, but it helped younger children recall the less memorable hospital event. The extra interview also helped all children maintain accuracy when recalling hospital details, but was unnecessary for the more memorable injury event. Implications for children's testimony are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supportive or suggestive: Do human figure drawings help 5- to 7-year-old children to report touch?

The authors examined the accuracy of information elicited from seventy-nine 5- to 7-year-old children about a staged event that included physical contact-touching. Four to six weeks later, children's recall for the event was assessed using an interview protocol analogous to those used in forensic investigations with children. Following the verbal interview, children were asked about touch when provided with human figure drawings (drawings only), following practice using the human figure drawings (drawings with instruction), or without drawings (verbal questions only). In this touch-inquiry phase of the interview, most children provided new information. Children in the drawings conditions reported more incorrect information than those in the verbal questions condition. Forensically relevant errors were infrequent and were rarely elaborated on. Although asking children to talk about innocuous touch may lead them to report unreliable information, especially when human figure drawings are used as aids, errors are reduced when open-ended prompts are used to elicit further information about reported touches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Human figure drawings and children’s recall of touching.

In 2 studies, children ages 3 to 7 years were asked to recall a series of touches that occurred during a previous staged event. The recall interview took place 1 week after the event in Study 1 and immediately after the event in Study 2. Each recall interview had 2 sections: In 1 section, children were given human figure drawings (HFDs) and were asked to show where the touching took place; in the other section, the same questions were asked without the HFDs (verbal condition). Children were randomly assigned to 2 different conditions: HFD 1st/verbal 2nd or verbal 1st/HFD 2nd. There were 2 major findings. First, HFDs elicited more errors than the verbal condition when used to probe for information that the child had already been asked. Second, regardless of interview method, children had poor recall of the touches even when these occurred minutes before the interview. It is suggested that cognitive mechanisms involving memory and semantics underlie children’s poor recall of touching in both verbal and HFD conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Source Recall Enhances Children's Discrimination of Seen and Heard Events.

The effects of rehearsing actions by source (slideshow vs. story) and of test modality (picture vs. verbal) on source monitoring were examined. Seven- to 8-year-old children (N = 30) saw a slideshow event and heard a story about a similar event. One to 2 days later, they recalled the events by source (source recall), recalled the events without reference to source (no-source-cue recall), or engaged in no recall. Seven to 8 days later, all children received verbal and picture source-monitoring tests. Children in the source recall group were less likely than children in the other groups to claim they saw actions merely heard in the story. No-source-cue recall impaired source identification of story actions. The picture test enhanced recognition, but not source monitoring, of slide actions. Increasing the distinctiveness of the target events (Experiment 2) allowed the picture test to facilitate slideshow action discrimination by children in the no-recall group. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Returning to the scene: Reminders and context reinstatement enhance children's recall.

Two studies examined the efficacy of context reinstatement as a reminder in enhancing 5- to 7-year-old children's recall. In Experiment 1, children who had been interviewed shortly after an event were reinterviewed 6 months later. Children exposed to a context reminder 24 hr before the 6-month interview and children interviewed in the event context did not differ but reported significantly more information in a verbal interview than children receiving a standard interview. A control group experienced the reminder but not the event and established that the effects of the reminder were not due to new learning. There was no effect of the reminder on accuracy and no effect in reenactment. In Experiment 2, children were interviewed for the first time after 6 months, and effects of the reminder were found for both verbal recall and reenactment. Nonverbal reminders may effectively enhance the amount of information children report without decreasing accuracy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory for medical emergencies experienced by 1- and 2-year-olds

Children (13-18 months, 20-25 months, and 26-34 months) who had experienced trauma injuries were recruited in a hospital Emergency Room and subsequently interviewed about them within days (if verbal) and after 6, 12, and 18 or 24 months. The youngest children demonstrated little long-term verbal recall, whereas a few children in the intermediate group, who could not narrate about past events at time of injury, could verbally recall the target events 18 months later. Most of the oldest children, who had narrative skills at time of injury, demonstrated good verbal recall 2 years later. Illustrative case histories were described. Accuracy of recall was low for the youngest children, and although the majority of older children's recalled information was accurate, there were still many errors.     

When even arbitrary order becomes important: developments in reliable temporal sequencing of arbitrarily ordered events

By late in the first year of life, children show temporally ordered recall of event sequences, the orders of which are constrained by enabling relations; they do not reliably recall arbitrarily ordered events. Using elicited imitation, in two experiments, we examined age- and experience-related changes in young children's recall of events, the orders of which are arbitrary. The changes were found to have implications for the efficacy of verbal reminding and to be related to developments in language. Specifically, on the basis of a single experience, 16-month-olds did not accurately recall arbitrarily ordered event sequences either immediately or after a two-week delay (Experiment 1); 22-month-olds recalled the events immediately, but not after the delay; by 28 months, children recalled the events even after the delay (Experiment 2A). This development was accompanied by changes in the ability to benefit from verbal reminders: 28-month-olds' recall was facilitated by provision of verbal reminders, whereas that of the younger children was not. Moreover, age-related changes in accurate reproduction of lengthy arbitrarily ordered event sequences were found to be related to developments in language (Experiment 2B). Critically, the limitations on 1-year-olds' performance that are overcome with age are not absolute: After three experiences, 16-month-olds accurately recalled the events after a two-week delay; their recall was facilitated by verbal reminders (Experiment 1). The implications of these findings are discussed.     

Verbal learning and memory in children with myelomeningocele

Examined verbal learning and memory in children with myelomeningocele using the California Verbal Learning Test (CVLT). Participants included 41 children with myelomeningocele, 8 to 15 years of age, 33 of whom had a history of shunted hydrocephalus, and 41 matched, unaffected controls. Children with myelomeningocele and shunted hydrocephalus performed worse than controls on the CVLT. They recalled as many words as controls on the first learning trial, but acquired words more slowly across trials, so that their overall recall was lower. Their learning was characterized by a pronounced recency effect. Their delayed recall of the original list was worse than controls, but not their recognition. Performance of children with myelomeningocele but without shunts was generally not significantly different from that of the other two groups, although they did demonstrate better long-delay free recall than children with shunts. Myelomeningocele is associated with significant retrieval problems when accompanied by shunted hydrocephalus.     

Facilitating children's eyewitness recall with the revised cognitive interview.

Eighty-six 2nd-grade children participated in a Simon says game with an unfamiliar adult. The children were subsequently interviewed twice with either a standard interview or the revised cognitive interview (CI), once within 3 hrs of the event and then 2 weeks later. On both the initial interview and the 2-week delayed interview, children receiving the revised CI recalled significantly more correct information than did children receiving a standard interview. In addition, children who were interviewed twice with the revised CI recalled more unique accurate facts (M?=?25.44) than children who received 2 standard interviews (M?=?16.75). The CI also elicited more inaccurate facts; however, the accuracy rate (proportion of reported facts that were accurate) for the 2 groups was equivalent. The research has implications for police and others who interview real child victims and witnesses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age-related changes in verbal and nonverbal memory during early childhood.

In the present experiment, age-related changes in verbal and nonverbal memory performance by 2- to 4-year-old children were assessed. All children participated in the same unique event, and their memory of that event was assessed after a 24-hr delay. Overall, children's performance on each memory measure increased as a function of age. Furthermore, children's performance on both the verbal and nonverbal memory tests was related to their language ability; children with more advanced language skills reported more during the verbal interview and exhibited superior nonverbal memory relative to children with less advanced language skills. Finally, children's verbal recall of the event lagged behind both their nonverbal recall and their general verbal skill. It is hypothesized that despite large strides in language acquisition, preschool-age children continue to rely primarily on nonverbal representations of past events. The findings have important implications for the phenomenon of childhood amnesia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can recall differences among children be attributed to rehearsal effects?

Investigated the interrelationship between children's recall performance and the production deficiency hypothesis. 135 kindergarten through 4th grade children were classified as producers or nonproducers according to whether they engaged in spontaneous verbal rehearsal between stimulus presentation and recall. For both groups, either rehearsal was subsequently prevented by interpolating a verbal task prior to recall, or rehearsal was trained. Results indicate that (a) even when rehearsal was prevented, producers recalled significantly more items than nonproducers, and (b) instructions to rehearse did increase nonproducers' performance, as in previous studies, but when the data were free to vary in both directions, nonproducers' recall level was still significantly lower than producers'. An approximate 1-item recall difference between the 2 groups persisted across the 3 studies, indicating the insufficiency of the production deficiency hypothesis in accounting for the recall differences between the groups. The nature of the residual difference is explored in terms of a potential underlying memory span advantage or a general encoding advantage correlated with the producer group. (French summary) (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cognitive interviewing and practice on children's recall performance.

In Exp 1, a staged event was carried out that involved a private encounter between an unfamiliar man and 2 children. The results show that questioning techniques based on principles from cognitive psychology significantly increased the number of correct facts recalled by both 7–8 yr olds and 10–11 yr olds over that gained with standard interview procedures and without affecting the number of incorrect items generated. These results were replicated in Exp 2 with a different staged event and with 8–9 yr olds and 11–12 yr olds. Exp 2 also assessed the impact of a prior practice cognitive interview, and practice was found to be effective for both age groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Short-term memory and strategy use in children with insulin-dependent diabetes mellitus.

The present study was designed to examine recall and rehearsal in short-term memory among children with insulin-dependent diabetes mellitus (IDDM). Children with onset of IDDM before age 5 years, children with onset after 5 years, and children without IDDM were administered a measure of short-term memory that provides information about rehearsal as well as level of recall. Children with later onset of diabetes and children without IDDM were expected to recall more words and use more effective rehearsal strategies than children with early onset of diabetes. Results indicate that children diagnosed with IDDM early in life used similar rehearsal strategies but recalled fewer words than children with later onset of diabetes and children without IDDM. In addition, results provide evidence that children who are in poor control of their diabetes did not use strategies designed to increase recall as often, or as well as, children in better control of their diabetes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Surgical management of patients with persistent or recurrent medullary thyroid cancer

OBJECTIVE: To compare estimates based on vaccination cards, parental recall, and medical records of the percentages of children up-to-date on vaccinations for diphtheria, tetanus, and pertussis; polio; and measles, mumps, and rubella. METHOD: The authors analyzed parent interview and medical records data from the Baltimore Immunization Study for 525 2-year-olds born from August 1988 through March 1989 to mothers living in low-income Census tracts of the city of Baltimore. RESULTS: Only one-third of children had vaccination cards; based on medical records, these children had higher up-to-date coverage at 24 months of age than did children without cards. For individual vaccines, only two-thirds of parents could provide information to calculate coverage rates; however, almost all provided enough information to estimate coverage for the primary series. For each vaccine and the series, parental recall estimates were at least 17 percentage points higher than estimates from medical records. For children without vaccination cards whose parents could not provide coverage information, up-to-date rates based on medical records were consistently lower than for children with cards or with parents who provided coverage information. CONCLUSIONS: Population-based vaccine coverage surveys that rely on vaccination cards or parental recall or both may overestimate vaccination coverage.     

Cues and secrets: Influences on children's event reports.

88 6-yr-olds and 88 10-yr-olds took part, in pairs, in a contrived interaction with a "magician." The children were interviewed 10 days and 10 wks later in 1 of 4 conditions: no cues, context cues, relevant cues, and irrelevant cues. Older children recalled more accurate information than younger children, and both groups recalled more accurate information after the short than the long delay. Although relevant cues facilitated free recall, accuracy did not differ across cue conditions. Younger children were less likely to report an accident they had been asked to keep secret than were older children. Children's understanding of truth and lies did not predict errors in free recall or their reporting of the secret. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Remember children's emotions: Sources of concordant and discordant accounts between parents and children.

Parents were asked to recall recent events that had evoked happiness, sadness, anger, and fear in their children. Children (N?=?77, 2 years 3 months to 6 years 6 months) indicated whether they remembered each event, and if so, they described the event and how it had made them feel. Agreement between parent and child concerning how the child felt varied as a function of emotion. Children agreed with their parents' emotion attributions most often for events that parents recalled as having evoked happiness and sadness, less often for fear, and least often for anger. Children disagreed with parents' attributions of happiness and sadness most often when parents and children differed concerning the attribution of children's goals. Discordant reports about children's anger were most frequent when parents and children reported conflicting goals. Discordant reports about fear were most frequent when parents and children focused on different parts of the temporal sequence surrounding the event. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Narrative elaboration: Test of a new procedure for interviewing children.

Because young children provide incomplete accounts of the past and tend to acquiesce to leading questions, procedures are needed to help them describe past events fully, without contaminating memory. This study tests the efficacy of "narrative elaboration," an innovative procedure designed to expand children's spontaneous reports of past events, reducing the need for leading questions. One hundred thirty-two children from 2 age groups (7–8 years and 10–11 years) were assigned randomly to 1 of 3 preparation conditions: (a) narrative elaboration intervention, (b) instruction based intervention, and (c) control group. After participating in a staged activity and subsequent preparation sessions, children were interviewed about the activity. Children in the narrative elaboration condition demonstrated a 53% improvement in spontaneous recall over the control group, without compromising accuracy. Younger children using the narrative elaboration procedure performed at the level of older children in the control group. Discussion centers on implications for interviewing child witnesses and preparing them for courtroom examination. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Helping children to remember: The influence of object cues on children's accounts of a real event.

Examined the effects of reinstating objects from an event on 6- and 9-year-old children's reports of the event in which they had either participated or observed. Half of the 95 children were interviewed twice, 10 days and 10 weeks after the event (Group 1), and the remaining children were interviewed a single time, 10 weeks after (Group 2). Following free recall, prompted recall and direct questions were accompanied by objects from the event and distractors for half the children. The effect of the delay on free recall was ameliorated by the prior interview for older but not younger children. Objects attenuated age differences in prompted recall for participants and enhanced accuracy in response to questions. Objects also led to more errors at the long delay. Analyses based on signal detection theory indicated that both response strategy and memory-related factors contributed to developmental changes in compliance with misleading questions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cuing on recall from categorized word lists.

Explored the retrieval-deficit hypothesis by comparing free-recall under cued and noncued conditions in 2 groups of 36 5- and 8-yr-olds. On a 16-word list containing either 2, 4, or 8 categories, Ss received 2 trials of noncued recall. The 2nd trial was immediately followed by a test for cued recall. A comparison between cued recall performance and noncued recall performance on Trial 2 indicates that the younger children benefited more than the older children from the cuing procedure. For both age groups, there were effects of cuing on both the number of categories recalled and the number of items per category recalled. Clustering was observed at both age-levels but appeared unrelated to recall performance. Some of the results are discussed in connection with a retrieval deficit hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)