A Developmental Inquiry into the Effects of Postevent Information on Eyewitness Accounts

Children in the first through eighth grades (n = 128) and college students (n = 32) viewed a film depicting an automobile collision and were subsequently asked to estimate the speed of one of the vehicles. The results indicated that the phrasing of the question significantly affected the subjects' speed estimates. Specifically, subjects at all grade levels provided significantly higher speed estimates when the adverb fast, as opposed to slow, was used. Subjects in the seventh and eighth grades gave higher speed estimates when the verb smashed was used than when hit was used. This latter effect did not occur at other grade levels sampled.