Interrogative suggestibility of preschool children’s memory for watched vs. interacted events

Date

2016

Author

Demirkan, Esra

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In the current study, we aimed to investigate interrogative suggestibility of children for watched vs. interacted events by suggestive questions after the event. Participants were 55 Turkish children (nwatched = 27, ninteracted = 28) and the age range was 48 to 63 months (Mage = 56.78 months, SD = .49). Different than the preceding studies, a tablet computer game was used to present the material in the present study. Children either actively interacted with the tablet game or passively watched the screen-captured recording of that game for two minutes. Post event suggestion was provided by suggestive questions that comprised of leading and affirmative types of questions. The suggestive questions were varied depending on their plausibility in the context of a farming game. Furthermore, a feedback was given to children in order to explore whether they change their initial answers or not. The feedback was created cautiously with the purpose of making the negative feedback milder for preschool children. Results revealed that the main effect of type of suggestibility and feedback was statistically significant. In line with our hypotheses, participants showed higher false recall rates in leading questions than affirmative questions and also showed greater false recall rates after feedback. Moreover, the interactions between the feedback and plausibility; and between the plausibility and the type of suggestibility were statistically significant. Incompatible with our hypotheses, the main effect of plausibility and the main effect of type of experience were not significant. The findings of the study were interpreted in the discussion section.

Subject Keywords

Child psychology., Preschool children., Child development., Developmental psychology., Psychology M.S. thesis

URI

http://etd.lib.metu.edu.tr/upload/12620509/index.pdf
https://hdl.handle.net/11511/26008

Collections

Graduate School of Social Sciences, Thesis

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Citation Formats

E. Demirkan, “Interrogative suggestibility of preschool children’s memory for watched vs. interacted events,” M.S. - Master of Science, Middle East Technical University, 2016.