Automatic and intentional processes in children's eyewitness suggestibility |
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| Affiliation: | 1. Division of Diabetes, Endocrinology and Metabolism, Imperial College London, London, United Kingdom;2. Department of Community Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia;3. Department of Surgery, College of Medicine, King Saud University, Riyadh, Saudi Arabia;4. Diabetes Complications Research Centre, Conway Institute, University College Dublin, Dublin, Ireland;5. Gastrosurgical laboratory, University of Gothenburg, Gothenburg, Sweden;1. Maryland Psychiatric Research Center, University of Maryland, School of Medicine, PO Box 21247, Baltimore, MD 21228, United States;2. Morgan State University, Department of Psychology, 1700 East Cold Spring Lane, Baltimore, MD 21215, United States;2. Commonwealth Scientific and Industrial Research Organization (CSIRO) – Health and Biosecurity, North Ryde, New South Wales, Australia;3. Wageningen University & Research, Division of Human Nutrition, Wageningen, The Netherlands;4. Commonwealth Scientific and Industrial Research Organization (CSIRO) – Health and Biosecurity, Adelaide, South Australia, Australia;1. Department of Pharmaceutical Sciences, College of Pharmacy, University of New Mexico, MSC09 5360, 2703 Frontier Ave NE, Albuquerque 87109, NM, USA;2. Department of Pharmacy Practice and Administrative Sciences, College of Pharmacy, University of New Mexico, Albuquerque, NM, USA;3. College of Pharmacy, University of New Mexico, Albuquerque, NM, USA |
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| Abstract: | This research investigated the contribution of automatic and intentional memory processes to suggestible responses in 5- and 9-year-old children. Children were presented with an event followed the next day by a postevent summary containing misleading suggestions that were either read to participants or were self-generated in response to semantic and perceptual cues. All children were then given both a standard test and a modified forced-choice recognition memory test under inclusion and exclusion instruction conditions. On the standard test, both age groups were suggestible with the magnitude of these effects greater in the inclusion condition. Children performed more poorly on misled-generated items compared to misled-read items in the inclusion condition, but the opposite was the case under exclusion instructions. On the modified test, only 5-year-old children were found to be suggestible. Process dissociation analyses revealed that both automatic and intentional processes influenced misinformation acceptance, but that suggestibility was predominantly due to automatic processes. |
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