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Related Experiment Videos

Developmental differences in eyewitness suggestibility and memory for source

J K Ackil1, M S Zaragoza

  • 1Department of Psychology, Gustavus Adolphus College, St. Peter, MN 56082, USA.

Journal of Experimental Child Psychology
|August 1, 1995
PubMed
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Children often misremember suggested details as actual memories, with younger children (first-graders) showing more memory source confusion than older children and college students. This highlights developmental differences in memory monitoring abilities.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Memory Research

Background:

  • Children's memory accuracy is crucial for legal and personal contexts.
  • Understanding memory source monitoring is key to distinguishing real from suggested experiences.
  • Previous research indicates memory development is complex and influenced by various factors.

Purpose of the Study:

  • To investigate age-related changes in children's ability to monitor the source of suggested information.
  • To determine if children confuse suggested details with witnessed events.
  • To assess memory source monitoring immediately and after a 1-week delay.

Main Methods:

  • Two experiments were conducted involving children (first, third, and fifth grade) and college students.

Related Experiment Videos

  • Participants were presented with suggested information and later asked about their memory recall.
  • Memory source monitoring accuracy was assessed by analyzing confusions between suggested and witnessed details.

    • Main Results:

    • All participants claimed to remember suggested items, indicating a general tendency for source confusion.
    • First-graders exhibited significantly more source confusions than third- and fifth-graders.
    • Third- and fifth-graders showed more source confusions than college students, suggesting developmental improvements in memory monitoring.

    Conclusions:

    • Age differences in source confusion are not due to general memory deficits but reflect developmental changes in memory monitoring.
    • Children's ability to accurately monitor the source of their memories develops with age.
    • Findings underscore the importance of considering age-related memory monitoring abilities in evaluating children's testimony.