|Memories: mental repetition of representations without the original stimulus. See also stimuli, knowledge, learning._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. |
Forensic Psychology on Memory - Dictionary of Arguments
Slater I 107
Memory/suggestibility/forensic psychology: Most of the child witness research on memory and suggestibility about stressful events involves non-maltreated children. Although findings on children’s memory for stressful events remain inconsistent, research examining non-maltreated children’s memory for stressful events has uncovered several predictors of children’s suggestibility. See Goodman, Quas, Batterman-Faunce, Riddlesberger, and Kuhn (1994)(1). Children’s lack of understanding of the event and lack of parental communication, in addition to children’s emotional reactions, were predictive of more inaccurate and more suggestible memory reports.
Research conducted with participants with maltreatment histories suggests that despite association with cognitive delays in several domains, as reflected on language and intelligence tests, maltreatment history per se does not adversely affect memory ability or increase children’s suggestibility. Children with maltreatment histories have been found to be hypervigilant to negative stimuli (Pollak, Vardi, Bechner, & Curtin, 2005)(2). Once engaged by such stimuli, maltreated children have a more difficult time than non-maltreated children in disengaging their attention (Maughan & Cicchetti, 2002)(3). This focus on negative information may positively influence maltreated children’s legally relevant memory reports.
Eisen, Goodman, Qin, Davis, and Crayton (2007)(4) examined maltreated children’s memory for both an anogential exam and a venipuncture and found that, overall, maltreated children performed as well as non-maltreated children in a memory interview that tapped suggestibility.
1. Goodman, G. S., Quas, J. A., Batterman-Faunce, J. M., Riddlesberger, M. M., & Kuhn, J. (1994). Predictors of accurate and inaccurate memories of traumatic events experienced in childhood. Consciousness and Cognition, 3, 269–294.
2. Pollak, S. D., Vardi, S., Bechner, A. M., & Curtin, J. J. (2005). Physically abused children’s regulation of attention in response to hostility. Child Development, 76, 968–977.
3. Maughan, A., & Cicchetti, D. (2002). Impact of child maltreatment and interadult violence on children’s emotion regulation abilities and socioemotional adjustment. Child Development, 73, 1525–1542.
4. Eisen, M. L., Goodman, G. S., Qin, J., Davis, S., & Crayton, J. (2007). Maltreated children’s memory: Accuracy, suggestibility, and psychopathology. Developmental Psychology, 43, 1275–1294.
Kelly McWilliams, Daniel Bederian-Gardner, Sue D. Hobbs, Sarah Bakanosky, and Gail S. Goodman, „Children’s Eyewitness Memory and Suggestibility. Revisiting Ceci and Bruck’s (1993) Review“, in: Alan M. Slater & Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Author1]Vs[Author2] or [Author]Vs[term] is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
Alan M. Slater
Paul C. Quinn
Developmental Psychology. Revisiting the Classic Studies London 2012