Developmental changes in memory source monitoring

Lindsay, D. Stephen; Johnson, Marcia K.; Kwon, Paul

doi:10.1016/0022-0965(91)90065-z

Cited by 390 publications

(396 citation statements)

References 26 publications

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Section: The Similarity Issuementioning

confidence: 92%

“…Characteristics of target events will inevitably influence the kinds of information that are encoded in memories and, given that one method of monitoring source is assessing the qualitative characteristics of memories (Johnson et al, 1993), it is not surprising that several researchers have found that memories of similar sources are harder to distinguish from each other than are memories of dissimilar sources (Day, Howie, & Markham, 1998;Foley, Aman, & Gutch, 1987;Foley, Harris, & Hermann, 1994;Lindsay, Johnson, & Kwon, 1991;Roberts & Blades, 1999). For example, children had more difficulty distinguishing between words spoken by two speakers of the same gender than those spoken by a male and a female (Lindsay et al, 1991, Experiment 1).…”

Section: Theories Of Source Monitoring Developmentmentioning

confidence: 99%

“…Research on children's reports after multiple experiences of a similar event shows that children are often confused between the different incidents, for example, reporting a detail from one incident as if it occurred during a different one (e.g., Connolly & Lindsay, 2001;Powell, Roberts, Ceci, & Hembrooke, 1999 According to the source-monitoring framework, memories of events that are similar are more difficult to distinguish than are memories of events that are dissimilar (e.g., Johnson et al, 1993;Lindsay et al, 1991). Characteristics of target events will inevitably influence the kinds of information that are encoded in memories and, given that one method of monitoring source is assessing the qualitative characteristics of memories (Johnson et al, 1993), it is not surprising that several researchers have found that memories of similar sources are harder to distinguish from each other than are memories of dissimilar sources (Day, Howie, & Markham, 1998;Foley, Aman, & Gutch, 1987;Foley, Harris, & Hermann, 1994;Lindsay, Johnson, & Kwon, 1991;Roberts & Blades, 1999). For example, children had more difficulty distinguishing between words spoken by two speakers of the same gender than those spoken by a male and a female (Lindsay et al, 1991, Experiment 1).…”

Section: The Similarity Issuementioning

confidence: 99%

“…According to schema confirmationChildren's ability to distinguish 8 deployment theory (see Farrar & Goodman, 1990), younger children take longer to build up a script than older children because of limited cognitive resources. Because all cognitive energy is focused on extracting the general, invariant details that will form the script, there are few cognitive resources left to note deviations from the script with the result that individual sources are "swallowed" into the general event representation.A fourth account of source-monitoring errors, the person-based perspective (Foley & Ratner, in press;Ratner & Foley, 1996) develops between the ages of 3 and 6 (see Flavell, Miller, & Miller, 1986) and includes a recognition that the mental state of knowing comes from informative experiences, that specific knowledge comes from specific informative experiences (e.g., seeing, hearing), and that a single According to the source-monitoring framework, memories of events that are similar are more difficult to distinguish than are memories of events that are dissimilar (e.g., Johnson et al, 1993;Lindsay et al, 1991). Characteristics of target events will inevitably influence the kinds of information that are encoded in memories and, given that one method of monitoring source is assessing the qualitative characteristics of memories (Johnson et al, 1993), it is not surprising that several researchers have found that memories of similar sources are harder to distinguish from each other than are memories of dissimilar sources (Day, Howie, & Markham, 1998;Foley, Aman, & Gutch, 1987;Foley, Harris, & Hermann, 1994;Lindsay, Johnson, & Kwon, 1991;Roberts & Blades, 1999).…”

mentioning

confidence: 99%

“…When similar information is encoded from separate sources, there is little distinguishing information that can be accessed during retrieval that can help in a source judgment. In general, preschoolers appear to be more confused between similar sources than do older children and adults (Lindsay et al, 1991).Researchers have found that the effects of similarity extend beyond perceptual and semantic similarity; functional similarity of sources also affects source monitoring. In a series of studies, children between the ages of 3 and 8 years enacted everyday actions (e.g., talking on the telephone) using a toy, an object substitute (e.g., a wooden block) or a gestural substitute (e.g., using an imaginary telephone; Foley et al, 1994).…”

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confidence: 99%

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

Roberts

2002

Developmental Review

100

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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Section: The Similarity Issuementioning

confidence: 92%

Section: Theories Of Source Monitoring Developmentmentioning

confidence: 99%

Section: The Similarity Issuementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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

Roberts

2002

Developmental Review

100

117

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Contrasting Memory for Temporal-Source and Memory for Content in Children's Discrimination of Repeated Events

Powell

Thomson

1997

Appl. Cognit. Psychol.

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The current studies examined the separate roles that memory of temporal‐source and memory of content play in children's discrimination of occurrences of a repeated event. The studies were also designed to determine the impact of age and retention interval on each of these components. In Experiment One, 4‐ to 5‐ versus 6‐ to 8‐year‐old children experienced six occurrences of a repeated event; each occurrence had the same underlying structure; however, a different version or instantiation of each item was included in each occurrence of the event. At either 1 or 6 week delay, the children were asked to recall which instantiation of the item was included in the final occurrence. In Experiment Two, children were required to recall as many instantiations as they could, prior to making a decision about which instantiation was included in the final occurrence. The results indicated that: (a) children's capacity to correctly identify the final instantiation declined over time and increased with age; (b) children's capacity to provide an instantiation that was temporally close to the final occurrence declined over time and increased with age; and (c) children's ability to remember the source of an instantiation decreased over time irrespective of any loss of memory for content. The results were discussed in relation to current theories of memory and children's eyewitness memory. © 1997 John Wiley & Sons, Ltd.

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Contrasting Memory for Temporal-Source and Memory for Content in Children's Discrimination of Repeated Events

POWELL

Thomson

1997

Appl. Cognit. Psychol.

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SUMMARYThe current studies examined the separate roles that memory of temporal-source and memory of content play in children's discrimination of occurrences of a repeated event. The studies were also designed to determine the impact of age and retention interval on each of these components. In Experiment One, 4-to 5-versus 6-to 8-year-old children experienced six occurrences of a repeated event; each occurrence had the same underlying structure; however, a different version or instantiation of each item was included in each occurrence of the event.At either 1 or 6 week delay, the children were asked to recall which instantiation of the item was included in the final occurrence. In Experiment Two, children were required to recall as many instantiations as they could, prior to making a decision about which instantiation was included in the final occurrence. The results indicated that: (a) children's capacity to correctly identify the final instantiation declined over time and increased with age; (b) children's capacity to provide an instantiation that was temporally close to the final occurrence declined over time and increased with age; and (c) children's ability to remember the source of an instantiation decreased over time irrespective of any loss of memory for content. The results were discussed in relation to current theories of memory and children's eyewitness memory. There has been little empirical research on children's ability to remember a particular occurrence of a repeated event despite the fact that the topic has important theoretical, as well as forensic implications; many child witnesses are required to remember occurrences of an event with reasonable precision by reference to time and place dimensions (e.g. S v R, 1989). Remembering one occurrence as distinct from others is a difficult task for

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Developmental changes in memory source monitoring

Cited by 390 publications

References 26 publications

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

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

Contrasting Memory for Temporal-Source and Memory for Content in Children's Discrimination of Repeated Events

Contrasting Memory for Temporal-Source and Memory for Content in Children's Discrimination of Repeated Events

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