You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Planting False Childhood Memories in Children: The Role of Event Plausibility
Kathy Pezdek and Danelle Hodge
Vol. 70, No. 4 (Jul. - Aug., 1999), pp. 887-895
Stable URL: http://www.jstor.org/stable/1132249
Page Count: 9
You can always find the topics here!Topics: Children, Memory, Enema, Suggestibility, Child molestation, Age groups, Childhood, False memory, Adults, Planting
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
This experiment tested and supported the hypothesis that events will be suggestively planted in children's memory to the degree that the suggested event is plausible and script-relevant knowledge exists in memory. Nineteen 5- to 7-year-old children and 20 9- to 12-year-old children were read descriptions of two true events and two false events, reported to have occurred when they were 4 years old. One false event described the child lost in a mall while shopping (the plausible false event); the other false event described the child receiving a rectal enema (the implausible false event). The majority of the 39 children (54%) did not remember either false event. However, whereas 14 children recalled the plausible but not the implausible false event, only one child recalled the implausible but not the plausible false event; this difference was statistically significant. Three additional children (all in the younger age group) recalled both false events. Although this pattern of results was consistent for both age groups, the differences were significant for the younger children only. A framework is outlined specifying the cognitive processes underlying suggestively planting false events in memory.
Child Development © 1999 Society for Research in Child Development