There are many aspects of life which require us to distinguish between memories of different events, such as deciding whether you locked the door or only intended to lock the door. Source monitoring, or identifying the source of a particular memory (was the event experienced? related by someone else? or simply imagined?) is a cognitive skill that develops across the life span. In this book, the first to integrate research on children's source monitoring, readers will find an accessible overview of source-monitoring theory and findings from the research programs of leading investigators in this area. The programs of research cut across different methodologies (e.g., nomothetic, individual differences, clinical) and are applied to a wide range of issues in children's lives. Particular emphasis is placed on the effects of source monitoring on eyewitness memory and identification, learning and knowledge, and the development of a theory of mind.
"…this volume presents an accessible overview of the source-monitoring literature and a broad ranging collection of current reports on children's source monitoring. The reader is provided with a review of what is known about factors that influence children's source monitoring and exposure to the varied topics that are covered in this area of research."
—Applied Cognitive Psychology
"It is exciting to see…the results of parallel diverse approaches applied to examining the development of children's source-monitoring abilities…a good overview of the ways in which source monitoring theory might be applied to developmental issues (and vice versa)….The book presents a plethora of provocative ideas sure to spark much thought on the part of the reader….serves as an important and timely resource for source-monitoring researchers interested in learning more about developmental issues, as well as developmental researchers wanting to learn more about source monitoring."
"The volume meets its goal of providing a starting point for researchers new to the field by exposing them to a variety of research questions, paradigms, and brief forays into particular research programs, highlighted by examples and definitions. Its diversity is particularly helpful in illustrating that source monitoring is a term that in reality covers a range of different types of sources to be monitored (internal vs. internal, internal vs. external, external vs. external) each of which may entail more or less memorial and non-memorial information."
Contents: Preface. K.P. Roberts, Introduction: Children's Source Monitoring. K.P. Roberts, An Overview of Theory and Research on Children's Source Monitoring. E.J. Robinson, Belief and Disbelief: Children's Assessments of the Reliability of Sources of Knowledge About the World. H.H. Ratner, M.A. Foley, N. Gimpert, Person Perspectives on Children's Memory and Learning: What Do Source-Monitoring Failures Reveal? T.C. Lorsbach, Source Monitoring as a Framework for Conceptualizing the Nature of Memory Difficulties in Children With Learning Disabilities. K.P. Roberts, M. Blades, Discriminating Between Memories of Television and Real Life. K.L. Thierry, M.J. Spence, A. Memon, A Comparison Between Fuzzy-Trace Theory and Source-Monitoring Theory: Evidence From an Eyewitness Suggestibility Study. J.A. Quas, J.M. Schaaf, K.W. Alexander, G.S. Goodman, Do You Really Remember It Happening or Do You Only Remember Being Asked About It Happening? Children's Source Monitoring in Forensic Contexts. M. Welch-Ross, A Mental-State Reasoning Model of Suggestibility and Memory Source Monitoring. M.D. Leichtman, M.B. Morse, A. Dixon, R. Spiegel, Source Monitoring and Suggestibility: An Individual Differences Approach. M.A. Foley, H.J. Foley, K. Cormier, The Study of Developmental Differences in Face Identification Accuracy as Instances of Source-Monitoring Judgments. K.P. Roberts, Conclusions: Children's Source Monitoring.