The Effect of Intellectual Disability on Children's Recall of an Event Across Different Question Types

  title={The Effect of Intellectual Disability on Children's Recall of an Event Across Different Question Types},
  author={Sarah Elizabeth. Agnew and Martine B. Powell},
  journal={Law and Human Behavior},
This research examined the performance of 80 children aged 9–12 years with either a mild and moderate intellectual disability when recalling an innocuous event that was staged in their school. The children actively participated in a 30-min magic show, which included 21 specific target items. The first interview (held 3 days after the magic show) provided false and true biasing information about these 21 items. The second interview (held the following day) was designed to elicit the children's… 
The influences of delay and severity of intellectual disability on event memory in children.
The findings indicate that children with intellectual disabilities can be valuable informants when forensically interviewed and can provide clear guidance about the ways in which they should be interviewed.
Assessing the Effectiveness of the Cognitive Interview for Children with Severe Intellectual Disabilities
It is suggested that the cognitive interview (CI) may indeed be a valuable tool to elicit information from very vulnerable witnesses.
Preserving the Past: An Early Interview Improves Delayed Event Memory in Children With Intellectual Disabilities
Interviewers should elicit CWID's recall as early as possible and consider developmental level and severity of impairments when evaluating eyewitness testimony.
How well does the Gudjonsson Suggestibility Scale for Children, version 2 predict the recall of false details among children with and without intellectual disabilities?
Purpose. This study explored the effectiveness of the Gudjonsson Suggestibility Scale for Children, version 2 in predicting the tendency of older school-aged children (with and without intellectual
Cross-examination: The Testimony of Children With and Without Intellectual Disabilities
Overall, little robust evidence for group differences in performance on crossexamination could be identified, and memory for event details was the most reliable predictor of performance.
The effect of intellectual disability on the adherence of child witnesses to a “story grammar” framework
Children with an ID are disadvantaged as witnesses with respect to their ability to provide a detailed and coherent narrative account of events under optimal investigative interviewing conditions.
Individual and developmental differences in eyewitness recall and suggestibility in children with intellectual disabilities
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
The episodic buffer in children with intellectual disabilities: An exploratory study
  • L. Henry
  • Psychology, Medicine
    Research in developmental disabilities
  • 2010
A comparison of the effectiveness of two suggestibility paradigms in predicting preschoolers' tendency to report a non‐experienced event
This study compared the effectiveness of two standardized suggestibility paradigms in predicting preschoolers' tendency to report an independent, non-experienced event. Ninety-three children, aged 47
Does Extensive Free Narrative Prompting Minimise the Effect of Mental Reinstatement on Children's Recall of Events?
The effect of mental reinstatement on children's recall is unclear. One factor that may impact its effectiveness is the degree to which interviewers prompt children during an interview. We examined


The effects of repeated experience on children's suggestibility.
Children's reports about fixed items of the repeated event were more accurate and less contaminated by false suggestions and most errors after repeated experience were intrusions of details from nontarget occurrences.
Remembering Activities Performed Versus Imagined: A Comparison of Children with Mental Retardation and Children with Normal Intelligence
CHILDREN with mental retardation and children with normal intelligence were asked to perform a series of tasks or to only imagine performing them. They were then asked to remember which tasks had
The Abilities of Children With Mental Retardation to Remember Personal Experiences: Implications for Testimony
The abilities of children with mental retardation to remember the details of a personally experienced event were investigated and they accurately recalled the health check features, provided detail, and resisted misleading questions about features that did not occur.
An experimental study of the effectiveness of different techniques of questioning mentally handicapped child witnesses.
  • H. Dent
  • Psychology
    The British journal of clinical psychology
  • 1986
The experiment described here investigated the accuracy of recall of a live incident by a group of children with IQs ranging from 50 to 70 points in response to one of the following methods of elicitation: free recall, general questions and specific questions, which produced recall that was optimal in terms of completeness and accuracy.
Effects of introductory style on children's abilities to describe experiences of sexual abuse.
Remembering activities performed versus those imagined: Implications for testimony of children with mental retardation
Examined the abilities of children with mental retardation and normal intelligence, matched for mental age, to remember and discriminate activities that were actually performed from those imagined.
Developmental differences in children's understanding of epistemic authority
An experiment was carried out to examine age differences in children's understanding of epistemic authority and its role in conversation. Two hundred and forty-six children from two age groups (6-7
Improving Young Children's Accuracy of Recall for an Eyewitness Event
Eyewitness memory and suggestibility in children with mental retardation.
Children with mental retardation performed very well on many measures of eyewitness memory performance, reaching the level of the CA-comparable group for free recall, general questions, open-ended questions, and correctly leading questions, but were not more suggestible in response to closed misleading questions.