A review of the differential contributions of language abilities to children’s eyewitness memory and suggestibility

2022 ◽  
Vol 63 ◽  
pp. 101009
Author(s):  
Christina O. Perez ◽  
Kamala London ◽  
Henry Otgaar
Keyword(s):  
Eyewitness Memory ◽  
Language Abilities

Confidence and accuracy of eyewitness memory for target faces at different ages

2013 ◽  
Author(s):  
Christopher D. Kimbrough ◽  
Brian H. Bornstein ◽  
Heather Bryden
Keyword(s):  
Eyewitness Memory ◽  
Different Ages

Examining Language Abilities in Children: Cognitive Developmental Level and Vocabulary

2009 ◽  
Author(s):  
Mary E. Bodzy ◽  
Robert Schleser ◽  
Stacy Filerman
Keyword(s):  
Developmental Level ◽  
Language Abilities

Do Sequential Lineups Impair Discriminability?

2020 ◽  
Author(s):  
Matthew Philip Kaesler ◽  
John C Dunn ◽  
Keith Ransom ◽  
Carolyn Semmler
Keyword(s):  
Human Behavior ◽  
Feature Detection ◽  
Eyewitness Memory ◽  
Simultaneous Presentation ◽  
Diagnostic Feature ◽  
Sequential Presentation ◽  
Sequential Lineups ◽  
Measurement Models ◽  
Sequential Lineup ◽  
Lineup Procedures

The debate regarding the best way to test and measure eyewitness memory has dominated the eyewitness literature for more than thirty years. We argue that to resolve this debate requires the development and application of appropriate measurement models. In this study we develop models of simultaneous and sequential lineup presentations and use these to compare the procedures in terms of discriminability and response bias. We tested a key prediction of the diagnostic feature detection hypothesis that discriminability should be greater for simultaneous than sequential lineups. We fit the models to the corpus of studies originally described by Palmer and Brewer (2012, Law and Human Behavior, 36(3), 247-255) and to data from a new experiment. The results of both investigations showed that discriminability did not differ between the two procedures, while responses were more conservative for sequential presentation compared to simultaneous presentation. We conclude that the two procedures do not differ in the efficiency with which they allow eyewitness memory to be expressed. We discuss the implications of this for the diagnostic feature detection hypothesis and other sequential lineup procedures used in current jurisdictions.

The Mediating Effect of Language on the Development of Cognitive and Affective Theory of Mind

2020 ◽  
Author(s):  
Felicity J Bigelow ◽  
Gillian M Clark ◽  
Jarrad Lum ◽  
Peter Gregory Enticott
Keyword(s):  
Theory Of Mind ◽  
Social Functioning ◽  
Middle Childhood ◽  
Cognitive Empathy ◽  
Mediating Effect ◽  
Language Abilities ◽  
Language Assessments ◽  
Empathic Ability ◽  
The Relationship

Theory of mind (ToM) development is critical to effective social functioning and appears to depend on complementary language abilities. The current study explored the mediating influence of language on the development of cognitive and affective ToM. 151 children aged between 5-12 years completed ToM (cognitive and affective) and language assessments, and parents provided ratings of their child’s empathic ability. Results showed that language mediated the relationship between age and both cognitive and affective ToM, but not parent-reported cognitive empathy. Examination of younger and older subgroups revealed that language mediated cognitive and affective ToM differently across developmental periods. Findings highlight the dynamic role that language plays in the development of both cognitive and affective ToM throughout early and middle childhood.

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