This study examined how valence (positive and negative actions) and the action's agent (teacher or child) influenced memory and the acceptance of suggestion in preschoolers. In a first session, preschoolers aged between 3 and 6 years old interacted with a teacher and performed different tasks. A week later, an interviewer asked yes or no questions to the children with regard to the activities carried out in the previous session. Results revealed the effect of age on memory performance and suggestion, which were evaluated by yes/no answers given to the task of recognition. In addition, there was a higher correct recognition for the teacher's actions than for the children ones. However, suggestions about teacher's actions were less accepted than children ones. Also, positive suggestions were more accepted than negative ones. In conclusion, setting aside the typical effect of age on correct recognition and acceptance of suggestion, the questions' content influenced both measures differently: Correct recognition was exclusively influenced by the action's agent, whereas suggestion was affected by valence and the action's agent.
Keywords:
action’s valence, action’s agent, preschoolers’ correct recognition and suggestion acceptance in preschoolers
Moreno, A., Pérez-Mata, N., & Diges, M. (2016). I Behave Well (and my Teacher too): Memory and Suggestion in Preschoolers. Revista De Psicología, 24(2). https://doi.org/10.5354/0719-0581.2015.38307
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