When memory falls short: The effect of suggestibility and repeated questioning on 3- to 5-year-old children’s recognition of event details

The present study investigated children’s event recognition as a function of feedback, suggestible question type, and repeated questioning. Forty-three 3- to 5-year-old children read a book and were asked twelve positive-leaning, negative-leaning, and additive-misinformation questions. After six and twelve questions, children were presented with positive or negative feedback and asked the same questions again. Feedback did not affect response accuracy; however, children’s likelihood of changing their answer when questioned a second time varied as a function of question type. Children answered negative-leaning questions more accurately the second time, additive-misinformation questions less accurately the second time, and showed no change with positive-leaning questions. These findings extend prior knowledge of factors that influence children’s recollection of an event