TY - JOUR
T1 - Individual differences in children’s recall and suggestibility: The effect of intelligence, temperament, and self-perceptions
AU - Chae, Yoojin
PY - 2005
Y1 - 2005
N2 - This study explored the effect of intelligence, temperament, and self-perceptions on children’s recall and suggestibility. The relationship between recall and suggestibility was also examined. A total of 134 children, 63 preschoolers and 71 second graders, were exposed to a staged event involving an argument between two adults in their classrooms and were interviewed approximately 1 week later. Children were then administered verbal and performance intelligence tests and a self-perception measure assessing perceived general competence and social acceptance. Additionally, teachers completed a questionnaire to evaluate children’s shyness and emotionality. Results revealed that children with higher verbal intelligence recalled more information spontaneously than those with
lower verbal intelligence and that children who provided more accurate cued recall were less
suggestible than those who gave less accurate cued recall. There was also a significant interaction effect of verbal intellig
AB - This study explored the effect of intelligence, temperament, and self-perceptions on children’s recall and suggestibility. The relationship between recall and suggestibility was also examined. A total of 134 children, 63 preschoolers and 71 second graders, were exposed to a staged event involving an argument between two adults in their classrooms and were interviewed approximately 1 week later. Children were then administered verbal and performance intelligence tests and a self-perception measure assessing perceived general competence and social acceptance. Additionally, teachers completed a questionnaire to evaluate children’s shyness and emotionality. Results revealed that children with higher verbal intelligence recalled more information spontaneously than those with
lower verbal intelligence and that children who provided more accurate cued recall were less
suggestible than those who gave less accurate cued recall. There was also a significant interaction effect of verbal intellig
U2 - 10.1002/acp.1094
DO - 10.1002/acp.1094
M3 - Article
SP - 383
EP - 407
JO - Applied Cognitive Psychology
JF - Applied Cognitive Psychology
ER -