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  • Kontogianni_et_al._SGC_Timeline_19.3.18_accepted_version

    Rights statement: This is the author’s version of a work that was accepted for publication in Journal of Applied Research in Memory and Cognition. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Applied Research in Memory and Cognition 7, 3, 2018 DOI: 10.1016/j.jarmac.2018.03.006

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The Benefits of a Self-Generated Cue Mnemonic for Timeline Interviewing

Research output: Contribution to journalJournal article

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<mark>Journal publication date</mark>09/2018
<mark>Journal</mark>Journal of Applied Research in Memory and Cognition
Issue number3
Volume7
Number of pages8
Pages (from-to)454-461
Publication statusPublished
Early online date21/04/18
Original languageEnglish

Abstract

Obtaining detailed accounts from individuals who have witnessed complex events under
challenging encoding conditions presents a difficulty for investigators. In the present research,
participants (N = 132) reported their recall of an event witnessed under full or divided attention
using a timeline reporting format. Extending the Timeline Technique to assess the relative
performance of two additional mnemonics, Self-Generated Cues (SGC) and Other-Generated
Cues (OGC), participants provided an account across three Timeline reporting conditions comparing the efficacy of SGC, OGC, and No Cues (control). Mock-witnesses using SGC provided more correct details than mock-witnesses in the OGC or No Cues conditions, under full but not under divided attention conditions. There was no difference between cue conditions with respect to the number of errors reported across attention conditions. Findings show SGC to be a promising addition to interviewing techniques as a retrieval support mnemonic with implications for applied contexts.

Bibliographic note

This is the author’s version of a work that was accepted for publication in Journal of Applied Research in Memory and Cognition. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Applied Research in Memory and Cognition 7, 3, 2018 DOI: 10.1016/j.jarmac.2018.03.006