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Effects of label training and recall order on children's reports of a repeated event
Author(s) -
Brubacher Sonja P.,
Earhart Becky,
Roberts Kim P.,
Powell Martine B.
Publication year - 2018
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3440
Subject(s) - recall , psychology , event (particle physics) , repeated measures design , developmental psychology , cognitive psychology , statistics , physics , mathematics , quantum mechanics
Summary Children aged 6–8 ( N = 84) were interviewed 1 week after participating in a repeated event. Half received training in labeling episodes of a repeated autobiographical event (Label Training); remaining children practiced talking about the same without label training (Standard Practice). Subsequently, children recalled the target event in two recall order conditions: script for the events followed by a specific instance (Generic‐first) or the reverse (Episodic‐first). Training effects were modest, but the research has important implications for interviewers' elicitation of children's labels for instances of repeated events because 98% of the labels generated were unique. The study provides additional support for the notion that recalling the script first can be beneficial. Children in the Generic‐first condition were more accurate for some types of details, and reported more information in the first half of the interview about details that changed across instances, than children in the Episodic‐first condition.