The influence of prior knowledge and repeated questioning on children's long-term retention of the details of a pediatric examination

Developmental Psychology

Volumn 42, Issue 2, 2006, Pages 332-344

  Ornstein, Peter A ^a,c   Baker Ward, Lynne ^b   Gordon, Betty N ^a,c   Pelphrey, Kevin A ^a,c,d   Tyler, Caroline Staneck ^a,c   Gramzow, Elizabeth ^a,c  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

^b NORTH CAROLINA STATE UNIVERSITY   (United States)

^c University of North Carolina at Chapel Hill   (United States)

^d DUKE UNIVERSITY   (United States)

Author keywords

Children; Knowledge; Long term memory; Repeated questioning

Indexed keywords

AMBULATORY CARE; ARTICLE; CLINICAL TRIAL; COGNITION; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FEMALE; HUMAN; LONG TERM MEMORY; MALE; PEDIATRICS; PHYSICAL EXAMINATION; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; QUESTIONNAIRE; RANDOMIZED CONTROLLED TRIAL;

CHILD, PRESCHOOL; COGNITION; FEMALE; HUMANS; MALE; OFFICE VISITS; PEDIATRICS; PHYSICAL EXAMINATION; QUESTIONNAIRES; RETENTION (PSYCHOLOGY);

EID: 33645671073     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/0012-1649.42.2.332     Document Type: Article

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