Individual and developmental differences in eyewitness recall and suggestibility in children with intellectual disabilities

@article{Henry2007IndividualAD,
  title={Individual and developmental differences in eyewitness recall and suggestibility in children with intellectual disabilities},
  author={Lucy A. Henry and Gisli Gudjonsson},
  journal={Applied Cognitive Psychology},
  year={2007},
  volume={21},
  pages={361-381}
}
This study examined two key issues: (1) whether there were developmental improvements in eyewitness memory performance for children with intellectual disabilities (ID); and (2) whether standardised measures of cognitive ability and suggestibility would relate to eyewitness recall and suggestibility. Children with ID and age-matched controls (ages 8/9 and 12 years) watched a video of a crime and were asked a range of open-ended and specific questions about the event in a subsequent interview… 
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References

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TLDR
Performance was similar, although children with ID gave more information in response to free recall instructions and changed their answers in the repeated interview more often, and standardized measures of verbal memory and suggestibility were modest to moderate predictors of eyewitness memory performance.
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