Effects of prior knowledge and response bias upon recognition memory for a story: Implications for children's eyewitness testimony

Abstract

The present study was designed to evaluate the integration hypothesis and the response bias hypothesis for explaining the fragility of children's eyewitness memory, by varying the plausibility of postevent information and the strength of response bias in recognition tests Preschool children were told a story in which a boy named Ken saw a housebreaker stealing various objects and the postevent information was also incorporated into the story The first recognition test was administered immediately following the presentation of an interpolated story, and the second recognition test was administered 10 weeks later The results indicated that high-plausibility objects tended to be recognized as the stolen objects in the second recognition test, and that recognition accuracy was higher for a new-distractor condition than for a misleading-distractor condition These findings were interpreted as suggesting that the memory representation of the story might be changed through the integration processes and/or rendered inaccessible in terms of the response bias