By Gail S. Goodman, Christine Aman, Jodi Hirschman (auth.), Stephen J. Ceci, Michael P. Toglia, David F. Ross (eds.)
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Extra resources for Children’s Eyewitness Memory
Freeman. List, J. A. (1986). Age and schematic differences in the reliability of eyewitness testimony. Developmental Psychology, 22, 50-57. Loftus, E. F. (1975). Leading questions and the eyewitness report. Cognitive Psychology, 7,560-572. Loftus, E. , Miller, D. , & Burns, H. 1. (1978). Semantic integration of verbal information into a visual memory. Journal of Experimental Psychology: Human Learning and Memory, 4, 19-31. Loftus, E. , & Palmer, 1. C. (1974). Reconstruction of automobile destruction: An example of the interaction between language and memory.
1978). Interpreting inclusion: A contribution to the study of the child's cognitive and linguistic development. Journal oJExperimental Child Psychology, 26, 528-550. , & Gruendel, 1. (1981). Generalized event representations: Basic building blocks of cognitive development. In A. Brown & M. ), Advances in Developmental Psychology (Vo\. 1, pp. 131-158). Hillsdale, NJ: Erlbaum. Paris, S. G. (1978). The development of interference and transformation as memory operations. In P. A. ), Memory development in children.
An exploratory aspect of the study investigated whether younger subjects are more susceptible than older subjects to intrusions of inaccurate information that has been embedded in questioning at a prior date. · These three groups were chosen because the mean ages of children in these grades are just above and just below the common legal age limits for competency to testify, which are 10 and 14 years of age. In other words, in all states the ninth- and tenth-graders (14- to 16-year-olds) are treated as adult witnesses.