title: Interviewing preschoolers from low- and middle-SES communities: a test of the narrative elaboration recall improvement technique.
abstract: Tested the effectiveness of Narrative Elaboration (NE), a memory enhancement and interview preparation technique, with 99 preschool children from middle- and low-socioeconomic status (SES) communities. Half were trained with the NE intervention to utilize generic visual cue cards to provide forensically relevant details within four information categories: participants, settings, actions, conversation. One day after the NE training, interviewers asked participants to recount an event staged 1 week earlier. Analyses revealed that NE-trained children from both SES levels recalled significantly more about the event than control children, without producing more errors, particularly when given an opportunity to elaborate on initial free recall using the visual cue cards. No such difference in free recall alone was found. Additionally, preschoolers from low-SES communities generated more errors than their middle-SES counterparts, regardless of treatment condition.
authors.affiliation: Department of Psychiatry, UCLA School of Medicine, Harbor-UCLA Medical Center, USA. jdorado@itsa.ucsf.edu
authors.forename: J S
authors.initials: JS
authors.lastname: Dorado
authors.forename: K J
authors.initials: KJ
authors.lastname: Saywitz
mesh_terms: D001296:Audiovisual Aids; D002675:Child, Preschool; D003463:Cues; D018479:Early Intervention, Educational; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D011939:Mental Recall; D011204:Poverty Areas; D012073:Remedial Teaching / Q000379:methods*; D012574:Schools; D012923:Social Class; D016896:Treatment Outcome