Memory suggestibility and metacognition in child eyewitness testimony: The roles of source monitoring and self-efficacy

1998 ◽  
Vol 13 (1) ◽  
pp. 43-60 ◽  
Author(s):  
Giuliana Mazzoni
Keyword(s):  
Self Efficacy ◽  
Source Monitoring ◽  
Eyewitness Testimony ◽  
Memory Suggestibility ◽  
Child Eyewitness Testimony

scholarly journals Adults Impact on the Reliability and Suggestibility of Children’s Eyewitness Testimony

2019 ◽  
Vol 3 (3) ◽  
pp. 11
Author(s):  
Eda ERMAĞAN ÇAĞLAR ◽  
Neşe KOCABAŞOĞLU
Keyword(s):  
Eyewitness Testimony ◽  
Individual Interviews ◽  
Animated Film ◽  
Two Phases ◽  
Keywords Child ◽  
The Individual ◽  
Event Based ◽  
And Control ◽  
Child Eyewitness Testimony ◽  
Quantitative And Qualitative Methods

The aim of the study was to determine the influence of authority on the susceptibility of child witnesses and the reliability of their testimonies. This study, consisting of experimental and control groups, included 20 girls and 20 boys, totalling 40 children. It took place in two phases; an initial phase (“eyewitness”, “post-event interview”) and, one week later, a final phase (“recall”). In the individual interviews held with the children, a questionnaire consisting of a free narrative question and 18 open-ended questions was used. The free narrative question asked the children to specify the details they remembered about the animated film. The open-ended questions focused on the events and characters in the film. However, 12 of the open-ended questions could be answered correctly since they were about characters and situations in the film that the children had watched, while six of the questions were trick questions that were about characters and situations that were not shown in the film. For data analysis, both quantitative and qualitative methods were used to reach the deeper level of perception and memories that children shared about the film. In conclusion, after analysis, it was found that even when the interview takes place immediately after the event, children are significantly affected by the misinformation given by an adult and their knowledge on the event in question is shaped according to this misinformation. It was observed that children create "a new event" based on the information they receive from an adult. Keywords: Child, Eyewitness testimony, Reliability, Suggestibility, Suggestive interview, Memory

scholarly journals How Individual Differences in Working Memory and Source Monitoring matter in Susceptibility to False Memory

2020 ◽  
Author(s):  
LaTasha R Holden ◽  
Andrew R. A. Conway ◽  
Kerri A. Goodwin
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Source Monitoring ◽  
Working Memory Capacity ◽  
False Memories ◽  
Word List ◽  
Irrelevant Information ◽  
Eyewitness Testimony ◽  
Goal Maintenance

Using the DRM word list paradigm (Roediger & McDermott, 1995) we investigated the role of individual differences in working memory capacity (WMC) and source monitoring (SM) ability in protection from false memories (FM) in recall and recognition. Both spreading activation and monitoring are cognitive processes associated with working memory (Anderson, 1983; Cantor & Engle, 1993), and previous research demonstrates working memory’s relation to goal maintenance (Kane & Engle, 2003) and importance for withholding irrelevant information (Conway & Engle, 1994). However, whether higher WMC constitutes activation or monitoring and predicts increased or decreased FM production respectively, remains inconclusive (Watson et al., 2005; Peters et al., 2007; Bixter & Daniel, 2013). When considering SM ability, a relationship has been found between WMC and FM in recall, suggesting that SM mediates this relation (Unsworth & Brewer, 2010). Other work suggests that SM and WMC interact based on the role of memory monitoring in constraining task irrelevant information (Rose, 2013; Lilienthal et al., 2015). From an activation-monitoring perspective (Gallo, 2010), we investigated individual differences in WMC and SM predicting FM in recall and recognition, testing whether the relationships are additive or interactive. Our findings support moderation, suggesting that when SM ability is too high, working memory cannot work as well to monitor and constrain activation in order to reduce FM. Only when WMC was higher and SM was lower did we show a predicted decrease in FM during recognition. This work suggests that protecting mental resources in WMC is more important for constraining FM production than SM ability and we consider the implications for real world false memories and eyewitness testimony.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

Sign in / Sign up

Export Citation Format

Share Document