The susceptibility of young preschoolers to source similarity effects: Confusing story or video events with reality

Thierry, Karen L.; Pipe, Margaret‐Ellen

doi:10.1016/j.jecp.2008.12.005

Cited by 13 publications

(12 citation statements)

References 36 publications

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“…It is well-established that people, of any age, often blend information from multiple sources together (see Roberts, 2002, for a review). For example, people can blend memories of TV and real-life events (Roberts & Blades, 1999; Thierry & Spence, 2002), live events and stories (Thierry, 2009), film and narrative about film (e.g., Ackil & Zaragoza, 1995; Thierry & Pipe, 2009), different instances of a similar event (Brubacher, Glisic, Roberts, & Powell, 2011; Connolly & Lindsay, 2001; Powell, Roberts, Ceci, & Hembrooke, 1999), or real-life and suggestions about the real-life event (Welch-Ross, 1999).…”

Section: The Development Of Source Monitoringmentioning

confidence: 99%

Binding an event to its source at encoding improves children’s source monitoring.

Roberts¹,

Evans²,

Duncanson³

2016

Developmental Psychology

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Children learn information from a variety of sources and often remember the content but forget the source. Whereas the majority of research has focused on retrieval mechanisms for such difficulties, the present investigation examines whether the way in which sources are encoded influences future source monitoring. In Study 1, 86 children aged 3 to 8 years participated in 2 photography sessions on different days. Children were randomly assigned to either the Difference condition (they were asked to pay attention to differences between the 2 events), the Memory control condition (asked to pay attention with no reference to differences), or the No-Instruction control (no special instructions were given). One week later, during a structured interview about the photography session, the 3- to 4-year-olds in the No-Instruction condition were less accurate and responded more often with ‘do not know’ than the 7- to 8-year-olds. However, the older children in the Difference condition made more source confusions than the younger children suggesting improved memory for content but not source. In Study 2, the Difference condition was replaced by a Difference-Tag condition where details were pointed out along with their source (i.e., tagging source to content). Ninety-four children aged 3 to 8 years participated. Children in the Difference-Tag condition made fewer source-monitoring errors than children in the Control condition. The results of these 2 studies together suggest that binding processes at encoding can lead to better source discrimination of experienced events at retrieval and may underlie the rapid development of source monitoring in this age range.

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Section: The Development Of Source Monitoringmentioning

confidence: 99%

Binding an event to its source at encoding improves children’s source monitoring.

Roberts¹,

Evans²,

Duncanson³

2016

Developmental Psychology

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“…Although the informants offered conflicting facts about the tamandua, each discussed the same aspects of the tamandua overall (e.g., habitat, behavior, and eating habits). In this way, the two informants may have presented an overall similarity to one another (e.g., Thierry and Pipe, 2009 ). If cognitive demands were high due to the number of potential cues and the amount of information presented, children may have been unable to use source expertise to scaffold recall.…”

Section: Discussionmentioning

confidence: 99%

Children’s Informant Judgments and Recall of Valenced Facts at a Science Center

et al. 2021

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In laboratory-based research, children recognize who is an expert and demonstrate an interest in learning from that person. However, children prefer positive information in the moment and sometimes prioritize positivity over expertise. To what extent do these social judgments (e.g., a preference for positivity) relate to information that children remember? We investigated the relation between these judgments and memory at a local science center to better understand children’s learning outcomes in naturalistic settings. We examined the extent to which 4- to 8-year-olds accepted facts about an unfamiliar animal from a zookeeper informant (i.e., expert) and a maternal figure (i.e., non-expert) when these facts were positive, negative, or neutral. Children endorsed positive information as correct, regardless of expertise, but demonstrated the strongest memory for neutral information. We discuss the implications of this dissociation for learning outcomes in naturalistic contexts as well as theoretical frameworks regarding children’s learning from others.

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“…External source monitoring, for example, refers to memory judgments to determine the correct external source of an actual event among different ones such as different persons having stated a specific sentence. Preschoolers typically perform considerably worse in external source monitoring tasks than older children (e.g., Cycowicz, Friedman, & Duff, 2003;Lindsay et al, 1991;Sugimura, 2007;Thierry & Pipe, 2009). Realization judgments involve judging whether an action was actually performed by oneself or only imagined to be performed.…”

Section: Discussionmentioning

confidence: 99%

Dual processes of false recognition in kindergarten children and elementary school pupils

Tempel

Frings

Mecklenbräuker

2015

Journal of Experimental Child Psychology

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The susceptibility of young preschoolers to source similarity effects: Confusing story or video events with reality

Cited by 13 publications

References 36 publications

Binding an event to its source at encoding improves children’s source monitoring.

Binding an event to its source at encoding improves children’s source monitoring.

Children’s Informant Judgments and Recall of Valenced Facts at a Science Center

Dual processes of false recognition in kindergarten children and elementary school pupils

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