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Verbal facilitation effects instead of verbal overshadowing in face memory of 4- to 6-year olds

dc.date.accessioned2021-10-12T07:42:03Z
dc.date.available2021-10-12T07:42:03Z
dc.date.issued2015
dc.identifierdoi:10.17170/kobra-202108254646
dc.identifier.urihttp://hdl.handle.net/123456789/13289
dc.descriptionThis is an Author’s Original Manuscript of an article published by Taylor & Francis in European Journal of Developmental Psychology on 29 Sep 2015, available at https://www.tandfonline.com/doi/full/10.1080/17405629.2015.1088826.ger
dc.language.isoengeng
dc.rightsUrheberrechtlich geschützt
dc.rights.urihttps://rightsstatements.org/page/InC/1.0/
dc.subjectvisual percpetioneng
dc.subjectface perceptioneng
dc.subjectface memoryeng
dc.subjectverbal overshadowingeng
dc.subjectvisual overshadowingeng
dc.subject.ddc150
dc.titleVerbal facilitation effects instead of verbal overshadowing in face memory of 4- to 6-year oldseng
dc.typeAufsatz
dcterms.abstractResearch on eye witness memory in older children and adults revealed that verbally describing unfamiliar faces impairs later recognition of these faces, known as the “verbal overshadowing effect”. The aim of this study was to investigate whether a verbal overshadowing effect occurs in 4- to 6-year olds, too, and whether visualization (i.e., drawing the seen face) might elicit a visual overshadowing effect. Instead of a verbal overshadowing effect, a verbal facilitation effect was revealed with verbal intelligence being a significant predictor for recognition accuracy in the verbalization group but not in the control group. No effect of visualization was observed on recognition accuracy. Potential explanations for the results are discussed.eng
dcterms.accessRightsopen access
dcterms.creatorWille, Claudia
dcterms.creatorVölker, Franziska
dcterms.creatorKühnel, Jessica
dcterms.creatorEbersbach, Mirjam
dc.relation.doidoi:10.1080/17405629.2015.1088826
dc.subject.swdKognitive Entwicklungger
dc.subject.swdKleinkindger
dc.subject.swdVisualisierungger
dc.subject.swdVerbalisierungger
dc.subject.swdWiedererkennenger
dc.type.versionsubmittedVersion
dcterms.source.identifiereissn:1740-5610
dcterms.source.identifierissn:1740-5629
dcterms.source.issueIssue 2
dcterms.source.journalEuropean Journal of Developmental Psychologyeng
dcterms.source.pageinfo231-240
dcterms.source.volumeVolume 13
kup.iskupfalse


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