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Cognitive skills, individual differences, and nonverbal interview methods in children’s eyewitness recall

Iordanou, Christiana, Allen, Melissa, Warmelink, Lara (2022) Cognitive skills, individual differences, and nonverbal interview methods in children’s eyewitness recall. Journal of Cognitive Psychology, . ISSN 2044-5911. E-ISSN 2044-592X. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:97757)

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This study investigated the interaction between internal characteristics and external prompts (drawing and dramatization) in children’s eyewitness recall. Eighty-one 3- to 6- year old children witnessed a live event involving an altercation between two actors in their schools. They were asked to tell what happened (Verbal condition), draw what happened while talking about it (Drawing condition), or show and tell by using gestures and mime (Dramatization condition), one day, two weeks, and approximately six months after the event. Independent measures of temperament, mood, symbolic skills, and language ability were taken. Children in the Drawing condition reported significantly more details about objects than children in the Verbal condition after a two-week delay. Symbolic skills and shyness affected children’s recall. Our findings suggest that considering young children’s cognitive skills and temperamental traits may help facilitate their eyewitness recall.

Item Type: Article
Uncontrolled keywords: drawing, dramatization, eyewitness recall, temperament, symbolic skills, language ability
Subjects: B Philosophy. Psychology. Religion
Divisions: Divisions > Division of Human and Social Sciences > School of Psychology
Funders: University of Kent (
Depositing User: Christiana Iordanou
Date Deposited: 02 Nov 2022 15:42 UTC
Last Modified: 07 Dec 2022 16:13 UTC
Resource URI: (The current URI for this page, for reference purposes)

University of Kent Author Information

Iordanou, Christiana.

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