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With support, children can accurately sequence within‐event components
Author(s) -
Price Heather L.,
Evans Angela D.
Publication year - 2021
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.3816
Subject(s) - psychology , event (particle physics) , recall , context (archaeology) , sequence (biology) , cognition , variety (cybernetics) , cognitive psychology , developmental psychology , computer science , artificial intelligence , neuroscience , genetics , history , archaeology , physics , quantum mechanics , biology
Summary Accurate event sequencing can add critical detail to a child's account. However, our knowledge of sequencing in childhood to date primarily centers on distinct events separated by time. Sequencing a single event's components is also important, perhaps particularly in a forensic context. In two experiments, we explored children's ability to recall the sequence of a past event using a variety of prompts. In Experiment 1, 124 children (6–8 years) and Experiment 2, 96 children (6–8 years) attended a 45‐min workshop with four (Exp. 1) or five (Exp. 2) distinct components. Children were asked to sequence the components using different retrieval strategies (Exp. 1 within‐subjects; Exp. 2 between‐subjects). Children had difficulty reporting within‐event sequential order in response to open‐ended prompts but with sufficient visual supports, children were able to provide accurate information about the sequencing of within‐event components.

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