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Cognitive skills, individual differences, and nonverbal interview methods in children’s eyewitness recall

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Cognitive skills, individual differences, and nonverbal interview methods in children’s eyewitness recall. / Iordanou, Christiana; Allen, Melissa L.; Warmelink, Lara.
In: Journal of Cognitive Psychology, Vol. 35, No. 2, 31.03.2023, p. 166-182.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Iordanou, C, Allen, ML & Warmelink, L 2023, 'Cognitive skills, individual differences, and nonverbal interview methods in children’s eyewitness recall', Journal of Cognitive Psychology, vol. 35, no. 2, pp. 166-182. https://doi.org/10.1080/20445911.2022.2149758

APA

Iordanou, C., Allen, M. L., & Warmelink, L. (2023). Cognitive skills, individual differences, and nonverbal interview methods in children’s eyewitness recall. Journal of Cognitive Psychology, 35(2), 166-182. https://doi.org/10.1080/20445911.2022.2149758

Vancouver

Iordanou C, Allen ML, Warmelink L. Cognitive skills, individual differences, and nonverbal interview methods in children’s eyewitness recall. Journal of Cognitive Psychology. 2023 Mar 31;35(2):166-182. Epub 2022 Nov 29. doi: 10.1080/20445911.2022.2149758

Author

Iordanou, Christiana ; Allen, Melissa L. ; Warmelink, Lara. / Cognitive skills, individual differences, and nonverbal interview methods in children’s eyewitness recall. In: Journal of Cognitive Psychology. 2023 ; Vol. 35, No. 2. pp. 166-182.

Bibtex

@article{40adc28e615446aab26b020f7e5b80e5,
title = "Cognitive skills, individual differences, and nonverbal interview methods in children{\textquoteright}s eyewitness recall",
abstract = "This study investigated the interaction between internal characteristics and external prompts (drawing and dramatisation) in children{\textquoteright}s eyewitness recall. Eighty-one 3- to 6- year old children witnessed a live event involving an altercation between two actors in their schools. They were asked to tell what happened (Verbal condition), draw what happened while talking about it (Drawing condition), or show and tell by using gestures and mime (Dramatisation condition), one day, two weeks, and approximately six months after the event. Independent measures of temperament, mood, symbolic skills, and language ability were taken. Children in the Drawing condition reported significantly more details about objects than children in the Verbal condition after a two-week delay. Symbolic skills and shyness affected children{\textquoteright}s recall. Our findings suggest that considering young children{\textquoteright}s cognitive skills and temperamental traits may help facilitate their eyewitness recall.",
keywords = "Drawing, dramatisation, eyewitness recall, temperament, symbolic skills, language ability",
author = "Christiana Iordanou and Allen, {Melissa L.} and Lara Warmelink",
year = "2023",
month = mar,
day = "31",
doi = "10.1080/20445911.2022.2149758",
language = "English",
volume = "35",
pages = "166--182",
journal = "Journal of Cognitive Psychology",
issn = "2044-5911",
publisher = "Psychology Press Ltd",
number = "2",

}

RIS

TY - JOUR

T1 - Cognitive skills, individual differences, and nonverbal interview methods in children’s eyewitness recall

AU - Iordanou, Christiana

AU - Allen, Melissa L.

AU - Warmelink, Lara

PY - 2023/3/31

Y1 - 2023/3/31

N2 - This study investigated the interaction between internal characteristics and external prompts (drawing and dramatisation) in children’s eyewitness recall. Eighty-one 3- to 6- year old children witnessed a live event involving an altercation between two actors in their schools. They were asked to tell what happened (Verbal condition), draw what happened while talking about it (Drawing condition), or show and tell by using gestures and mime (Dramatisation condition), one day, two weeks, and approximately six months after the event. Independent measures of temperament, mood, symbolic skills, and language ability were taken. Children in the Drawing condition reported significantly more details about objects than children in the Verbal condition after a two-week delay. Symbolic skills and shyness affected children’s recall. Our findings suggest that considering young children’s cognitive skills and temperamental traits may help facilitate their eyewitness recall.

AB - This study investigated the interaction between internal characteristics and external prompts (drawing and dramatisation) in children’s eyewitness recall. Eighty-one 3- to 6- year old children witnessed a live event involving an altercation between two actors in their schools. They were asked to tell what happened (Verbal condition), draw what happened while talking about it (Drawing condition), or show and tell by using gestures and mime (Dramatisation condition), one day, two weeks, and approximately six months after the event. Independent measures of temperament, mood, symbolic skills, and language ability were taken. Children in the Drawing condition reported significantly more details about objects than children in the Verbal condition after a two-week delay. Symbolic skills and shyness affected children’s recall. Our findings suggest that considering young children’s cognitive skills and temperamental traits may help facilitate their eyewitness recall.

KW - Drawing

KW - dramatisation

KW - eyewitness recall

KW - temperament

KW - symbolic skills

KW - language ability

U2 - 10.1080/20445911.2022.2149758

DO - 10.1080/20445911.2022.2149758

M3 - Journal article

VL - 35

SP - 166

EP - 182

JO - Journal of Cognitive Psychology

JF - Journal of Cognitive Psychology

SN - 2044-5911

IS - 2

ER -