共查询到20条相似文献，搜索用时 33 毫秒
1.
In this study, we investigated how the temporal order and variability of events influence 3- and 5-year-old children's developing event representations. Children participated in 3 different events: a logical-invariant (making fundough), a logical-variable (shape collage), and an arbitrary-invariant (sand play) event. At each age, half of the children experienced the events once prior to recalling the events both verbally and behaviorally; the other half experienced the events 4 times, recalled the events verbally after each experience, and behaviorally reenacted the events only after the last experience. Children verbally recalled more and organized their recall better for the logical events than for the arbitrary event, and these differences remained stable with increasing experience. The sequencing of behavioral recall was also more accurate for the logical events than for the arbitrary event across age and condition, but amount of recall did not differ, with one exception. 3-year-old children in the single experience condition recalled less about the variable event than the invariant events. The results indicate that both the structure of the event and children's representational capabilities influence children's developing representations of events. 相似文献
2.
OBJECTIVE: The study compared children's reports of two medical events, to assess the effects of the type of event on children's recall. Additionally, the study examined the effect of props on children's event reports. METHOD: Twenty children between the ages of 37 and 67 months were interviewed following either a voiding cysto-urethrogram (VCUG) or a pediatric assessment (PA) at a hospital. Interviews were conducted between 6 and 8 days after the event and included a doll and prop items. RESULTS: Ratings of stress were significantly higher for children who underwent the VCUG than those who underwent the PA. Children who experienced the VCUG procedure reported more correct information than the children who experienced the PA. Age was correlated with the total amount of correct information reported. Stress levels were correlated with both errors and accuracy of information. CONCLUSIONS: Children who experienced a stressful medical procedure remembered more than children who experienced a neutral medical event, although this increase in amount recalled was at the expense of accuracy. These findings suggest that stress impacts negatively on recall: however, the unique and structured nature of the VCUG procedure compared to the PA, and the familiarity of the PA prop items to the children who experienced the VCUG procedure, may also have contributed to differences in recall of the two events. 相似文献
3.
Children (ages 3 to 18, N = 55) diagnosed with leukemia were tested for their memories of lumbar punctures (LPs), a repeated and painful part of the cancer treatment protocol. Memory for both event details and the child's emotional responses was assessed one week after the LP. Children of all ages displayed considerable accuracy for event details, and accuracy increased with age. Overall recall accuracy for event details and emotional responses was similar. Recall among children given oral Versed was similar to that among children not given Versed. Finally, higher distress predicted greater exaggerations in negative memory 1 week later (although controlling for age weakened this relationship); moreover, greater exaggerations in negative memory predicted higher distress at a subsequent LP. These results indicate that children's memories play an important role in their experience of distress during repeated stressful events. 相似文献
4.
Young Children's Long-Term Retention of a Pediatric Examination 总被引：2，自引：0，他引：2
Lynne Baker-Ward Betty N. Gordon Peter A. Ornstein Deanna M. Larus Patricia A. Clubb 《Child development》1993,64(5):1519-1533
Children at ages 3, 5, and 7 ( N = 187) provided reports of their physical examinations immediately following the checkup and after a delay of either 1, 3, or 6 weeks, or only after 3 weeks. The protocol used for all interviews consisted of initial general prompts, followed by increasingly specific questions as needed. Recall of standard features of the examinations was scored, along with responses to questions concerning acts that did not occur. Retention of the event was extensive and accurate. Although clear age effects were observed in recall, the delay interval did not strongly affect performance over the 6-week period. The amount of forgetting was significant at ages 3 and 5, but not at age 7. With increasing age, a greater percentage of the features was spontaneously recalled. When presented with incongruous questions, all children evidenced rates of correct denials that exceeded chance and few errors of commission. The initial interview did not affect delayed recall. Implications for children's testimony are discussed. 相似文献
5.
Bauer PJ Wenner JA Dropik PL Wewerka SS 《Monographs of the Society for Research in Child Development》2000,65(4):i-vi, 1-204
The ability to recall is something that most intact adults take for granted. For much of the last century, this feature of mental life was not considered to extend to very young children. There now is evidence that 1- to 2-year-olds are able to recall specific events after delays of several months. Over the short term, 1- to 2-year-olds' recall is affected by the same factors that affect older children's recall; it is not clear whether similar effects are apparent over the long term. Moreover, although age-related increases in long-term recall are assumed, there have been few empirical tests of the question. We examined recall by 14- to 32-month-olds for events experienced at 13 to 20 months. Using elicited imitation of novel multistep event sequences we examined effects of (a) delay length, (b) age at the time of experience, (c) temporal structure of events, (d) mode of experience of events, and (e) availability of verbal reminders, on long-term recall. Participants were 360 children enrolled at 13 (n = 90), 16 (n = 180), and 20 (n = 90) months. All of the 13-month-olds and half of the 16-month-olds were tested on 3-step event sequences; all of the 20-month-olds and half of the 16-month-olds were tested on 4-step event sequences. Within each age and step-length group, equal numbers of children were tested after intervals of 1, 3, 6, 9, and 12 months (n = 18 per cell). Children were tested on a variety of sequence types. For half of the events, imitation was permitted prior to the delay; for the other half, children were not permitted imitation. At delayed testing, children experienced a recall period during which they were cued by the event-related props alone, followed by a period in which recall was cued both by the event-related props and by verbal labels for the event sequences. Within step-length groups, the length of time for which older and younger children showed evidence of memory did not differ. Nevertheless, when the children were prompted by the event-related props alone, there were age-related differences in the robustness of children's memories (as indexed by higher levels of recall for older children relative to younger children). When the children were prompted by the props and by verbal labels for the event sequences, at the longer retention intervals, there were age-related differences in the robustness of children's memories and in the reliability with which recall was evidenced (as indexed by the larger numbers of older children evincing recall). Age-related effects were particularly apparent on children's ordered recall. Across the entire age range, the children were similarly affected by the variables of sequence type, opportunity for imitation, and verbal reminding. 相似文献
6.
We examined, in 2 phases, the influence of postevent suggestions on children's reports of their visits to a pediatrician. Phase 1 examined the effect of giving one of 3 types of feedback to 5-year-old children immediately following their Diphtheria Pertussis Tetanus (DPT) inoculation. Children were given pain-affirming feedback (the shot hurt), pain-denying feedback (the shot did not hurt), or neutral feedback (the shot is over). 1 week later, they did not differ in their reports concerning how much the shot hurt or how much they cried. In Phase 2, the same children were visited approximately 1 year after their inoculation. During 3 separate visits, they were either given additional pain-denying or neutral feedback. They were also given misleading or nonmisleading information about the actions of the pediatrician and the assistant. Children given pain-denying feedback reported that they cried less and that the shot hurt less than did children given neutral feedback. Those who were given misleading information about the actions of the assistant and the pediatrician made more false allegations about their actions than did children who were not given this information. These results challenge the view that suggestibility effects are confined to peripheral, nonaction events; in this study children's reports about salient actions involving their own bodies in stressful conditions were influenced. 相似文献
7.
OBJECTIVE: This study examined a significant issue for chronic sexual abuse investigations: Children's eyewitness testimony about repeated events. The few previous studies focused on preschoolers and none used the present methodology of presenting repeated events differing slightly in their details, as would happen in chronic abuse. METHOD: One group of 6- to 7-year-olds played individually with an experimenter on one occasion; the other group experienced three such events, with some details remaining the same and others changing. In a phased interview, children were questioned about the initial event. RESULTS: For details which stayed the same, the children who experienced three events had more accurate memories. They had poorer memories than the single-event group for details which were changed in the later events; however, this was due to interference errors, with errors of omission and commission being lower than in the single-event group. Children conveyed clearly that inappropriate touching did not occur. CONCLUSIONS: Children who experience repeated events have increased recall for repeated details but confuse the timing of details which change across events. The findings support previous suggestions that (a) it is unrealistic to expect children to be able to report repeated events without some confusion about timing of details and (b) children are resistant to misleading questions about abuse. 相似文献
8.
Four- to 6-year-old children (N = 131) heard religious or nonreligious stories and were questioned about their belief in the reality of the story characters and events. Children had low to moderate levels of belief in the characters and events. Children in the religious story condition had higher levels of belief in the reality of the characters and events than did children in the nonreligious condition; this relation strengthened with age. Children who used God as an explanation for the events showed higher levels of belief in the factuality of those events. Story familiarity and family religiosity also affected children's responses. The authors conclude that God's involvement in a story influences children's belief in the reality of the characters and events in that story. 相似文献
9.
Tamar Murachver Margaret-Ellen Pipe Rachael Gordon J. Laurence Owens Robyn Fivush 《Child development》1996,67(6):3029-3044
To investigate how source of event information influences children's event representations, 5- and 6-year-old children were exposed to a novel event through direct experience, observation, or a story. 2 of the 4 scenes comprising the event contained actions that were logically organized, and the remaining 2 scenes contained actions that were arbitrary in their organization. Children received either 1 or 3 exposures to the event. For children receiving multiple exposures, 2 scenes contained actions that varied across exposures. A few days following their last exposure, children were asked to verbally recall and reenact the event. Reports were generally more complete, organized, and accurate when the event was directly experienced compared to when it was observed or heard about through a story. However, the impact of information source interacted with interview (recall, reenactment) and number of event exposures. Furthermore, children's sensitivity to event structure was dependent on information source and exposure. These results highlight the importance of information source in the formation of children's event representations. 相似文献
10.
The study reported here was designed to examine linkages between mother-child conversational interactions during events and children's subsequent recall of these activities. In this longitudinal investigation, 21 mother-child dyads were observed while they engaged in specially constructed activities when the children were 30, 36, and 42 months of age. Analyses of the children's 1-day and 3-week recall of these events indicated that at all age points, features of the activities that were jointly handled and jointly discussed by the mother and child were better remembered than were features that were either (1) jointly handled and talked about only by the mother, or (2) jointly handled and not discussed. Potential linkages were also explored between incidental memory for personal experiences and deliberate recall of familiar but arbitrary materials. In this regard, children's recall of the special activities was positively correlated with their recall of objects in a deliberate memory task performed at 42 months. 相似文献
11.
H H Ratner 《Child development》1984,55(6):2173-2191
The primary purposes of this study were to determine the nature of and changes in early memory demands and to assess the relationship between memory demands and memory performance. 10 children at each of 2 ages--30 and 42 months--were observed in their homes for 4 2-hour sessions. Conversations between mothers and children were recorded and mother's memory-demand questions were coded for form and content from these conversations. Question form referred to whether recall or recognition was required and question content to the type of information requested--event or knowledge. Children also participated in 2 long-term memory tasks--production and verification. They were shown a dollhouse and asked to produce the names of objects that would belong in 2 rooms of the house and to verify whether particular miniature replicas of household objects belonged in the rooms. Although memory demands were frequently made, there were few changes between age 2 and 3 in the incidence or types of questions children were asked. At age 3, positive correlations were found between children's production and verification performance and content rather than form of mothers' memory-demand questions. At age 2 no overall relationships were found. Children were retested a year later on memory tasks, and for both age groups memory demands and performance were positively correlated even when initial memory-performance level was controlled. These results, along with other patterns in the data, suggested that mothers' memory demands have an impact on children's memory performance that provides at least partial support for Vygotsky's sociohistorical model of memory development. 相似文献
12.
OBJECTIVES: The aims of this study were to learn about the nature, frequency, and patterns of young children's observed sexual play and behavior in pre-school settings, and staff responses to them. METHOD: Fifty eight staff in 11 pre-school settings were interviewed and data obtained about their recall of observed sexualized play and behaviors of children in their care. Responses were sought both to an open question and to 20 different hypothetical scenarios describing children's behaviors with a genital or sexual content. They were asked about the proportion of children observed and the frequency of the behaviors. They were also asked for their predicted responses to encountering each of these scenarios. RESULTS: Children's curiosity about genitalia, looking and limited touching were more commonly observed, and drawing or modeling of genitalia and simulating sexual intercourse were also reported. Children inserting anything into another child and oral-genital contact had only rarely been observed. Rare behaviors always caused concern and led to some intervention. Concern about the more common behaviors was related to additional factors such as frequency, manner and talk accompanying the behavior and to other information known about the child. CONCLUSIONS: The results confirm findings from studies in other countries about the reported prevalence of more and less commonly observed sexual and genitally orientated behaviors in young children. They lend justification for concerns about children showing rarely observed behaviors or showing preoccupation with genitalia and indicate the need for a search for an explanation of these behaviors when observed. 相似文献
13.
This study examined the effects of coaching (encouragement and rehearsal of false reports) and truth induction (a child-friendly version of the oath or general reassurance about the consequences of disclosure) on 4- to 7-year-old maltreated children's reports ( N = 198). Children were questioned using free recall, repeated yes–no questions, and highly suggestive suppositional questions. Coaching impaired children's accuracy. For free-recall and repeated yes–no questions, the oath exhibited some positive effects, but this effect diminished in the face of highly suggestive questions. Reassurance had few positive effects and no ill effects. Neither age nor understanding of the meaning and negative consequences of lying consistently predicted accuracy. The results support the utility of truth induction in enhancing the accuracy of child witnesses' reports. 相似文献
14.
Two studies examined preschool teacher and child interactions regarding personal, moral, and social-conventional issues in the classroom and the development of personal concepts in young children. In Study 1, 20 preschool classrooms, 10 with 3-year-olds and 10 with 4-year-olds, were observed to assess children's and teachers' interactions regarding personal, moral, social-conventional, and mixed events. Teachers used more direct messages regarding moral and social-conventional events than personal and mixed events. Teachers offered children choices, but they rarely negotiated personal events with children. Children responded with personal choice assertions when adults offered them choices, but adults did not differ in the frequency that they negated or affirmed children's assertions of personal choice. In Study 2, 120 preschool children, nearly evenly divided between males and females at 3, 4, and 5 years of age, were interviewed regarding their conceptions of personal events in the classroom and home. With age, children judged that they should retain control over personal decisions in both contexts. In both judgments and social interactions, teachers and children identified a personal domain in which children can and should make choices about how to structure their activities and assert their independence in the classroom. 相似文献
15.
Jensen TK Gulbrandsen W Mossige S Reichelt S Tjersland OA 《Child abuse & neglect》2005,29(12):1395-1413
OBJECTIVE: The present study investigated the context in which children were able to report their child sexual abuse experiences and the children's views as to what made it difficult to talk about abuse and what helped them in the disclosing process. The aim was to study disclosures as they were occurring in their natural settings. METHOD: Data were obtained from therapeutic sessions and follow-up interviews from 20 families with 22 children. These children had said something that made their caregivers concerned about ongoing child sexual abuse. Qualitative analysis was conducted to capture the children's and caregiver's perspectives of the disclosure process. RESULTS: The children felt it was difficult to find situations containing enough privacy and prompts that they could share their experiences. They also were sensitive to others reactions, and whether their disclosures would be misinterpreted. When the children did disclose they did it in situations where the theme of child sexual abuse was in some form addressed or activated. The results indicate that disclosure is a fundamentally dialogical process that becomes less difficult if the children perceive that there is an opportunity to talk, and a purpose for speaking, and a connection has been established to what they are talking about. CONCLUSIONS: It is difficult for children to initiate a conversation about something secret, confusing and distressful, and where there are few conversational routines in a family for talking about such themes. Children also are sensitive to the needs of their caregivers and fear consequences for their family and offender. Children need a supportive structure or scaffold in order to reveal their experiences of child sexual abuse. 相似文献
16.
Susan P. Lollis 《Child development》1990,61(1):99-103
The influence of maternal preseparation behavior on children's separation behavior was investigated. 72 (36 female, 36 male) 15-18-month-olds met with same-gender age-mates for an 8-min play and 4-min separation session. During the play period, mothers were instructed to interact extensively or minimally with their children, or were given no instructions except to interact normally. The noninstructed group was later divided into an extensive and a minimal group. During the separation period, the effect of previous amount of maternal interaction varied according to mothers' instructions and the gender of the children. Children with mothers who were instructed to interact minimally displayed distress sooner and played less with their age-mates than children with noninstructed minimally interacting mothers. Males with minimally interacting mothers spent more time unoccupied and less time playing alone than did females. The findings demonstrate the varying influence that different instructions to mothers may have on children's separation behavior. 相似文献
17.
Children's Understanding of Parental Differential Treatment 总被引：4，自引：1，他引：4
This study examined whether established associations between perceptions of parental differential treatment and sibling relationship quality are moderated by children's perceptions and attributions about parental behavior. Sixty-one children, aged 11–13 years, and their siblings were interviewed separately about parental differential treatment. Children did not perceive PDT in two-thirds of the instances they reported about, and 75% of the children who acknowledged that differential treatment was occurring in their homes did not find this to be " unfair." Children justified differential parental behaviors by identifying ways that they and their sibling differ from one another, that is, in terms of differences in their age, personal attributes, needs, relationship with parents, or strategic behaviors. Children who perceived their parents' differential behavior to be justified generally experienced more positive appraisals about their sibling relationship. Results reinforce the importance of examining how children construct their experiences in their families. 相似文献
18.
Holliday RE 《Child development》2003,74(3):728-751
Two experiments examined the effect of a cognitive interview on 4- and 8-year-old children's correct recall and subsequent reporting of misinformation. Children viewed an event followed by misinformation that was read or self-generated either before or after a cognitive interview. Children were then given a recognition test under inclusion and exclusion instructions. A cognitive interview elicited more correct details than a control interview. Age-related changes were found such that the 8-year-old children's reports were more complete and they recalled more correct person, action, object, and location details than the 4-year-old children. A cognitive interview given after postevent misinformation reduced children's reporting of misinformation at interview and reduced reporting of self-generated misinformation at test. Process dissociation analyses revealed that recollection increased but familiarity decreased with age. 相似文献
19.
Six experiments examined children's ability to make inferences using temporal order information. Children completed versions of a task involving a toy zoo; one version required reasoning about past events (search task) and the other required reasoning about future events (planning task). Children younger than 5 years failed both the search and the planning tasks, whereas 5-year-olds passed both (Experiments 1 and 2). However, when the number of events in the sequence was reduced (Experiment 3), 4-year-olds were successful on the search task but not the planning task. Planning difficulties persisted even when relevant cues were provided (Experiments 4 and 5). Experiment 6 showed that improved performance on the search task found in Experiment 3 was not due to the removal of response ambiguity. 相似文献
20.