Lepore S J, Sesco B
Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania 15213.
J Appl Psychol. 1994 Feb;79(1):108-20. doi: 10.1037/0021-9010.79.1.108.
Fifty-four children (33 girls and 21 boys), 4 to 6 years old, participated in an experiment examining the effects of leading interviews on their interpretations and factual recall of an interaction with a teaching assistant (TA). Children were either familiar or unfamiliar with the TA and were interviewed in either an incriminating or a neutral manner. In comparison with neutral-interview children, incriminating-interview children made more cued-recall errors and endorsed more biased interpretations of the TA's actions. Familiarity with the TA had limited effects on free recall and interpretations of the TA's actions and had no effect on cued recall. Results indicated that 4- to 6-year-olds will produce misleading reports about their interactions with either familiar or unfamiliar adults when they are prompted to do by an opinionated adult interviewer.
54名4至6岁的儿童（33名女孩和21名男孩）参与了一项实验，该实验考察了引导性访谈对他们对与一名助教（TA）互动的理解及事实性回忆的影响。儿童对该助教要么熟悉，要么不熟悉，且接受了有罪推定式或中性方式的访谈。与接受中性访谈的儿童相比，接受有罪推定式访谈的儿童在线索回忆中出现了更多错误，并且对助教行为的偏向性理解也更多。对助教的熟悉程度对自由回忆和对助教行为的理解影响有限，对线 索回忆则没有影响。结果表明，当固执己见的成人访谈者促使4至6岁的儿童这样做时，他们会对自己与熟悉或不熟悉的成人的互动给出误导性的报告。
