People often discuss events they have seen and these discussions can influence later recollections. We investigated the effects of factual, emotional, and free retelling discussion on memory recollections of individuals who have witnessed an event. Participants were shown a video, made an initial individual recall, participated in one of the three retelling conditions (emotional versus factual versus free) or a control condition, and then recalled the event individually again. Participants in the factual and free retelling conditions reported more items not previously recalled than participants in the control condition did, while the emotional condition did not show the same advantage. Participants in all three retelling conditions failed to report more previously recalled items as compared with the control condition. Finally, a memory conformity effect was observed for all three retelling conditions. These findings suggest that eyewitnesses' discussions may influence the accuracy of subsequent memory reports, especially when these discussions are focused on emotional details and thoughts.
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http://dx.doi.org/10.1080/09658211.2016.1206943 | DOI Listing |
Augment Altern Commun
January 2025
Rightpath Research & Innovation Center, University of South Florida, Tampa, FL, USA.
In research, augmentative and alternative communication (AAC) interventions have primarily focused on teaching children to make requests; however, AAC intervention should not stop there. There is a dearth of AAC intervention research targeting other communicative functions, despite there being a significant need to enhance children's communication competence in a variety of social and educational contexts. The purpose of this study was to examine the initial efficacy and feasibility of an AAC narrative intervention on the picture-supported retelling skills of three children with autism, aged 6-9 years old.
View Article and Find Full Text PDFFront Pediatr
December 2024
Key Laboratory of Birth Defects and Related Diseases of Women and Children of Ministry of Education (MOE), Department of Pediatrics, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, China.
This case is the first reported patient with a gene mutation who primarily exhibits pronounced inattention as the main manifestation and is diagnosed with ADHD, requiring methylphenidate treatment. It is characterized by unique clinical features that set it apart from previously reported cases with mutations in the gene. Here, we report a female child with a diagnosis of ADHD and comorbidities.
View Article and Find Full Text PDFMemory
February 2025
Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA.
Retelling an event in a social setting often means talking about it less factually than we might if trying to recall it as accurately as possible. These distortions that arise from socially oriented retellings could affect the ability to later recall the same event accurately. Does retelling a story in a social situation impair memory compared to not retelling it at all? Or could retrieving the memory, even with a socially oriented mindset, still improve memory? We explored social retelling's effect on memory in a two-session study.
View Article and Find Full Text PDFJ Deaf Stud Deaf Educ
September 2024
Communication Sciences and Disorders, Florida State University, Tallahassee, Fl, USA.
Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using both book and movie contexts.
View Article and Find Full Text PDFCogn Sci
March 2024
Department of Psychology, Koç University.
Temporal perspectives allow us to place ourselves and temporal events on a timeline, making it easier to conceptualize time. This study investigates how we take different temporal perspectives in our temporal gestures. We asked participants (n = 36) to retell temporal scenarios written in the Moving-Ego, Moving-Time, and Time-Reference-Point perspectives in spontaneous and encouraged gesture conditions.
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