Gobbo Camilla, Mega Carolina, Pipe Margaret-Ellen
University of Padova, Padova, Italy.
J Exp Child Psychol. 2002 Apr;81(4):502-30. doi: 10.1006/jecp.2002.2662.
Two experiments examined the effects of event modality on children's memory and suggestibility. In Experiment 1, 3- and 5-year-old children directly participated in, observed, or listened to a narrative about an event. In an interview immediately after the event, free recall was followed by misleading or leading questions and, in turn, test recall questions. One week later children were reinterviewed. In Experiment 2, 4-year-old children either participated in or listened to a story about an event, either a single time or to a criterion level of learning. Misleading questions were presented either immediately or 1 week after learning, followed by test recall questions. Five-year-old children were more accurate than 3-year-olds and those participating were more accurate than those either observing or listening to a narrative. However, method of assessment, level of event learning, delay to testing, and variables relating to the misled items also influenced the magnitude of misinformation effects.
两项实验研究了事件呈现方式对儿童记忆和易受暗示性的影响。在实验1中，3岁和5岁的儿童直接参与、观察或听了一段关于某事件的叙述。在事件发生后立即进行的访谈中，先进行自由回忆，然后是误导性或引导性问题，接着是测试回忆问题。一周后对儿童进行再次访谈。在实验2中，4岁儿童单次或达到学习标准水平参与或听了一个关于某事件的故事。误导性问题在学习后立即或1周后提出，随后是测试回忆问题。5岁儿童比3岁儿童更准确，参与的儿童比观察或听叙述的儿童更准确。然而，评估方法、事件学习水平、测试延迟以及与被误导项目相关的变量也会影响错误信息效应的大小。
