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Attempts to Improve Children's Identifications From Sequential‐Presentation Lineups
Author(s) -
Parker Janat Fraser,
Myers Amber
Publication year - 2001
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2001.tb01414.x
Subject(s) - psychology , presentation (obstetrics) , identification (biology) , control (management) , social psychology , developmental psychology , artificial intelligence , computer science , medicine , botany , radiology , biology
The effectiveness of practice and stringent lineup instructions in improving children's identifications from sequential‐presentation lineups was investigated. Elementary school children ( N = 144) viewed a slide sequence of a crime followed by practice or control procedures. In the practice conditions, children either practiced themselves (self) or watched a videotape of a child practicing (modeled). Practice consisted of 2 target‐absent lineups (unmixed) or a target‐absent lineup and a target‐present lineup (mixed) of female photos unrelated to the crime. The control conditions did not engage in identification practice. All witnesses were given stringent instructions for identifying the criminal from target‐present or target‐absent sequential‐presentation lineups. Multiple responding was dramatically reduced. Practice affected gender differentially. Female children increased in correct identifications, whereas male children increased in false rejections. None of the practice procedures reduced foil identifications from target‐absent lineups.