Fivush R, Schwarzmueller A
Department of Psychology, Emory University, Atlanta, Georgia 30322, USA.
J Trauma Stress. 1995 Oct;8(4):555-80. doi: 10.1007/BF02102889.
In this paper, we review research examining the influences of repeated questioning on children's event recall. Issues addressed include how children's free recall changes across multiple recounts of the same event, whether responding to specific questions about an event affects subsequent responses to those same questions, and whether there are developmental differences in how children respond to repeated questioning. Both naturalistic studies of conversational remembering and more controlled studies using standardized interviews are discussed. Effects of repeated questioning both within and across interviews are assessed. In integrating the research findings, we present a developmental framework for understanding the effects of repeated questioning that relies on children's developing memory and narrative skills as well as their social understanding of the recall context.
