Immediate interviewing increases children's suggestibility in the short term, but not in the long term

© 2018 The British Psychological Society Purpose: Children sometimes receive misinformation after being formally interviewed about their experiences in cases of suspected abuse. Following decades of research, many guidelines have been produced for interviewers so they can obtain reliable statements in children, like, for example, the NICHD protocol. One might expect that completing an early interview following research-based guidelines might guard against the incorporation of misinformation encountered later. The goal of the current experiments was to examine whether following research-based guidelines such as the NICHD protocol might protect child witnesses against follow-up ‘misinformation’ or make them more vulnerable to misinformation. This increased vulnerability to misinformation has been referred to as retrieval-enhanced suggestibility. Methods: In two experiments, children viewed a video and half of them were interviewed using the NICHD protocol, while the other half were not interviewed. The children received misinformation and a final memory test either immediately after being interviewed (Experiment 1) or 1 week later (Experiment 2). Results: Retrieval-enhanced suggestibility was observed when misinformation was presented immediately but not when it was provided after 1 week. Conclusions: The current experiments indicate that a well-established interview protocol can, under some circumstances, amplify levels of suggestibility in children.status: publishe

Memorial Consequences of Imagination in Children and Adults

Recent work in adults suggests that imagination can impair later recall of previously encoded events but can improve recall of subsequently encoded events. The present study examined the memorial consequences of imagination in children. Kindergartners, first and fourth graders, and young adults studied two successively presented lists of items. Between the two lists, participants were provided an imagination task supposed to create a change in mental context. As expected, in adults, the imagination task impaired recall of the previously encoded material (List 1) and improved recall of the subsequently encoded material (List 2). In children, significant List-1 impairment was present from first grade on, but even fourth graders failed to show List-2 improvement. The results challenge a purely context-based explanation of the memorial costs and benefits of imagination. They rather suggest that the two effects are mediated by different mechanisms with different developmental trajectories