Principe Gabrielle F, Ceci Stephen J
Department of Human Development, Cornell University, USA.
J Exp Child Psychol. 2002 Sep;83(1):1-25. doi: 10.1016/s0022-0965(02)00120-0.
The study was designed to explore the effects of naturally occurring peer interactions and repeated suggestive interviews on preschoolers' (N=96, Meanage=54 months) memories for a personally experienced event, namely a staged archaeological dig. During the dig, one third of the children witnessed two "target" activities. A second third of the children were the classmates of those in the first group, but did not witness the target activities. The remaining children were not the classmates of those who witnessed the target activities, nor did they witness the target activities themselves, and thus served to provide a baseline against which to assess the effects of peer contact. Following the dig, the children were interviewed in either a neutral or suggestive manner on three occasions. Results from a fourth interview by a new examiner revealed that the combination of suggestive interviews and peer exposure led to claims of witnessing the target activities by the classmate group that were comparable to the children who actually did witness these activities. Further, assent rates to misleading questions employing peer pressure and false claims of actually seeing versus merely hearing about the target activities were elevated following opportunities to discuss these activities with peers.
该研究旨在探讨自然发生的同伴互动以及反复进行的诱导性访谈对学龄前儿童（N = 96，平均年龄 = 54个月）关于亲身经历事件（即一场模拟考古挖掘）的记忆的影响。在挖掘过程中，三分之一的儿童目睹了两项“目标”活动。另外三分之一的儿童是第一组儿童的同学，但没有目睹目标活动。其余儿童既不是目睹目标活动儿童的同学，自己也没有目睹目标活动，因此作为评估同伴接触影响的基线。挖掘结束后，对儿童进行了三次中立或诱导性的访谈。一位新考官进行的第四次访谈结果显示，诱导性访谈和同伴接触相结合导致同学组中声称目睹目标活动的比例与实际目睹这些活动的儿童相当。此外，在有机会与同伴讨论这些活动后，采用同伴压力的误导性问题以及关于实际看到与仅仅听说目标活动的虚假声称的同意率有所提高。
