TY - JOUR
T1 - External and internal sources of variation in the creation of false reports in children
AU - Bruck, Maggie
AU - Ceci, Stephen J.
AU - Melnyk, Laura
N1 - Funding Information:
ACKNOWLEDGMENTS: The authors gratefully acknowledge support from the National Science Foundation and National Science and Engineering Research Council.
PY - 1997
Y1 - 1997
N2 - In this article, we describe several "families" of variables that may account for reliable variation in children's suggestibility. Specifically, we begin by discussing factors that are external to the organism (e.g., various forms of biased interviewing such as visualization inductions, accusatory tone, repeated yes/no questioning) that could explain why at any age studied, large suggestibility effects are produced in some situations but not in others. Following this, we discuss research on factors that are internal to the organism that may be at the source of individual differences in suggestibility-proneness (e.g., IQ, memory strength, relevant content knowledge). We conclude by postulating a framework in which multiple and complex interactions among cognitive, social, personality, and biological factors converge to make some children and some situations more or less suggestible than others.
AB - In this article, we describe several "families" of variables that may account for reliable variation in children's suggestibility. Specifically, we begin by discussing factors that are external to the organism (e.g., various forms of biased interviewing such as visualization inductions, accusatory tone, repeated yes/no questioning) that could explain why at any age studied, large suggestibility effects are produced in some situations but not in others. Following this, we discuss research on factors that are internal to the organism that may be at the source of individual differences in suggestibility-proneness (e.g., IQ, memory strength, relevant content knowledge). We conclude by postulating a framework in which multiple and complex interactions among cognitive, social, personality, and biological factors converge to make some children and some situations more or less suggestible than others.
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U2 - 10.1016/S1041-6080(97)90011-X
DO - 10.1016/S1041-6080(97)90011-X
M3 - Article
AN - SCOPUS:0001052412
SN - 1041-6080
VL - 9
SP - 289
EP - 316
JO - Learning and Individual Differences
JF - Learning and Individual Differences
IS - 4
ER -