Encouraging and clarifying dont know responses 24

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ENCOURAGING AND CLARIFYING DON’T KNOW RESPONSES… 24 memory reporting. Journal of Experimental Psychology: General, 131 , 73-95. doi: 10.1037/0096-3445.131.1.73 Gudjonsson, G.H., & Hilton, M. (1989). The effects of instructional manipulation on interrogative suggestibility . Social Behaviour, 4 (3), 189-193. Klin, C. M., Guzmán, A. E., & Levine, W. H. (1997). Knowing that you don’t know: Metamemory and discourse processing. Journal of Experimental Psychology: Learning, Memory, & Cognition, 23, 1378-1393. Kolers, P. A., & Palef, S. R. (1976). Knowing not. Memory & Cognition, 4, 553-558. doi: 10.3758/BF03213218. Koriat, A., & Goldsmith, M. (1996). Monitoring and control processes in the strategic regulation of memory accuracy. Psychological Review, 103, 490-517. doi: 10.1037/0033- 295X.103.3.490 Krähenbühl, S. J., & Blades, M., & Westcott, H. (2010). “What else should I say?”: An analysis of the question repetition practiced in Police interviews of 4 to 11 year olds. Police Practice & Research: An International Journal, 11 , 477-490. doi: 10.1080/15614263.2010.497346 Krosnick, J. A. (1991). Response strategies for coping with the cognitive demands of attitude measures in surveys. Applied Cognitive Psychology. 5 , 213-236. doi: 10.1002/acp.2350050305 LaRooy, D. , & Lamb, M. E. (2011). What happens when interviewers refocus children on their previous responses in forensic interviews? Journal of Police & Criminal Psychology, 26, 20-25 . doi: 10.1007/s11896-010-9069-4 Mazzoni, G., & Kirsch, I. (2001). Autobiographical memories and beliefs: A preliminary metacognitive model. In T. Perfect & B. Schwartz (Eds.), Applied metacognition (pp. 121– 145). Cambridge, UK: Cambridge University Press. Memon, A., & Vartoukian, R. (1996). The effects of repeated questioning on young children’s eyewitness testimony. British Journal of Psychology, 87 , 403-415. doi: 10.1111/j.2044- 8295.1996.tb02598.x
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ENCOURAGING AND CLARIFYING DON’T KNOW RESPONSES… 25 Mondak, J. J., & Davis, B. C. (2001). Asked and answered: Knowledge levels when we will not take “don’t know” for an answer. Political Behaviour, 23 , 199-224. doi: 10.1023/A:1015015227594 Moston, S. (1987). The suggestibility of children in interview studies. First Language , 7 (19-1), 67- 78. doi: 10.1177/014272378700701904 Mulder, M. R., & Vrij, A. (1996). Explaining conversation rules to children: An intervention to facilitate children’s accurate responses. Child Abuse & Neglect, 20, 623-631. doi: 10.1016/0145-2134(96)00050-6 Nesbitt, M., & Markham, R. (1999). Improving young children’s accuracy recall for an eyewitness event. Journal of Applied Developmental Psychology, 20 , 449-459. doi: 10.1016/S0193- 3973(99)00027-1 Perfect, T., & Weber, N. (2012). How should witnesses regulate the accuracy of their identification decisions: One step forward, two steps back? Journal of Experimental Psychology: Learning, Memory and Cognition. doi: 10.1037/a0028461 Pezdek, K., Lam, S. T., & Sperry, K. (2009). Forced confabulation more strongly influences event memory if suggestions are other-generated than self-generated. Legal & Criminal Psychology, 14 , 241-252. doi: 10.1348/135532508344773 Poole, D. A., & Lindsay, D. S. (2001). Children’s eyewitness reports after exposure to misinformation from parents. Journal of Experimental Psychology: Applied, 7 , 27-50. doi: 10.1037/1076-898X.7.1.27 Poole, D. A., & White, L. T. (1991). Effects of question repetition on the eyewitness testimony of children and adults. Developmental Psychology, 27, 975-986. doi: 10.1037/0012- 1649.27.6.975 Register, P. A., & Kihlstrom, J. F. (1988). Hypnosis and interrogative suggestibility. Personality & Individual Differences, 9 , 549-558. doi: 10.1016/0191-8869(88)90152-3 Roebers, C. M., & Fernandez, O. (2002). The effects of accuracy motivation on children’s and
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  • Fall '17
  • Jane Moore
  • Centrifugation, Journal of Experimental Psychology, Fourteen unanswerable questions, dk responses, Alan Scoboria

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