TY - JOUR
T1 - How focus at encoding affects children's source monitoring
AU - Crawley, Stacie L.
AU - Newcombe, Nora S.
AU - Bingman, Hannah
N1 - Funding Information:
A portion of this research was supported by the Temple University Research Incentive Fund and the Thaddeus Lincoln Bolton Dissertation Research Award. The second experiment was conducted as an honors thesis by the third author. We thank the children, parents, teachers, and school directors for their participation in this research. We also thank Meredith Jones, Meredith Meyer, Natalie Hansell Sheridan, Wendy Shallcross, and Ayzit Doydum for their assistance in data collection and thank Marianne Lloyd, Karen Mitchell, Kathy Hirsh-Pasek, Larry Steinberg, Jason Chein, Bob Weisberg, and Julia Sluzenski for their helpful comments on this research. These data were presented at the meeting of the Psychonomic Society, Long Beach, CA, November 2007.
Copyright:
Copyright 2010 Elsevier B.V., All rights reserved.
PY - 2010/4
Y1 - 2010/4
N2 - Retention of source information is enhanced by focus on speakers' feelings about statements even though recognition is reduced for both adults and children. However, does any focus on another person lead to enhanced source monitoring, or is a particular kind of focus required? Does other-focus enhance source monitoring, or does self-focus detract from it? In Experiment 1, 4- and 6-year-olds watched two speakers make statements in a no-focus control or with focus directed on how they (or a speaker) felt about the statements or on perceptual features about themselves (or the speaker). Source monitoring decisions were enhanced by other-focus in both the perceptual and emotional conditions. However, the effect was larger for the emotional condition, and source monitoring exceeded no-focus controls only for this condition. Experiment 2 showed no effect of other-focus versus self-focus on source monitoring when questions were semantic.
AB - Retention of source information is enhanced by focus on speakers' feelings about statements even though recognition is reduced for both adults and children. However, does any focus on another person lead to enhanced source monitoring, or is a particular kind of focus required? Does other-focus enhance source monitoring, or does self-focus detract from it? In Experiment 1, 4- and 6-year-olds watched two speakers make statements in a no-focus control or with focus directed on how they (or a speaker) felt about the statements or on perceptual features about themselves (or the speaker). Source monitoring decisions were enhanced by other-focus in both the perceptual and emotional conditions. However, the effect was larger for the emotional condition, and source monitoring exceeded no-focus controls only for this condition. Experiment 2 showed no effect of other-focus versus self-focus on source monitoring when questions were semantic.
UR - http://www.scopus.com/inward/record.url?scp=77649182109&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77649182109&partnerID=8YFLogxK
U2 - 10.1016/j.jecp.2009.12.003
DO - 10.1016/j.jecp.2009.12.003
M3 - Article
C2 - 20096857
AN - SCOPUS:77649182109
SN - 0022-0965
VL - 105
SP - 273
EP - 285
JO - Journal of experimental child psychology
JF - Journal of experimental child psychology
IS - 4
ER -