Predicting Eyewitness Memory in Children (2 CE)
Number of Credits: 2
This course is for: Clinical psychologists, Counselors, and Social Workers.
Course By: Tamara Avery, PsyD
Content By: Henry, L. A., Messer, D. J., Wilcock, R., Nash, G., Kirke-Smith, M., Hobson, Z., & Crane, L. (2017). Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? Autism & Developmental Language Impairments, 2, 1-17. https://doi.org/10.1177/2396941517722139
Supplemental Content By: Terry, W. S. (2018). Learning and memory: basic principles, processes, and procedures. Routledge.
Course Description: Children are thought to be inherently unreliable witnesses though few investigations of the relationship between cognitive abilities and eyewitness performance exist. Far less research is available comparing the recall abilities of typically developing children and children on the autism spectrum. These investigations are important to identify cognitive processes underlying eyewitness recall and for assessing how predictive such measures are when compared to intelligence, diagnostic group status (e.g., autism vs. typically developed), and age. Researchers found that age is the most helpful indicator of eyewitness performance in children.
- Identify the one purpose of the study and the methods related to the cognitive predictors of eyewitness performance in both groups that were examined in the article.
- Analyze the data by exploring the three cognitive domains used across all regression analyses as discussed in the findings.
- Integrate the three study limitations with at least one identified area for future research.
- Generalize the possibility and/or plausibility of applying the one most important predictor variable to eyewitness performance of both identified groups in a criminal justice setting.
- Read and understand Do measures of memory, language, and attention predict eyewitness memory in children with and without autism?.
- Review the Course Description and Learning Objectives.
- Distinguish the difference between the cognitive abilities described in the article.
- Consider the factors related to children’s eyewitness performance coupled with the statistical findings from the accompanying article.
- Work through the post-test questions; keep in mind that answer selections should be derived from the respective article.
- Return to the referenced article for any missed questions and/or to better understand the relationship between cognitive abilities and children’s eyewitness performance.
|Board Approvals||American Psychological Association (APA), Association of Social Work Boards (ASWB), NBCC, Florida Board - Social Work, MFT, Counseling, and Psychology, NYSED - Social Work, MFT and Counseling Only, American Academy of Health Care Providers in the Addictive Disorders|
|CE Format||Online, Text-Based|