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William S. Cassel
Researcher at University of New Orleans
Publications - 7
Citations - 510
William S. Cassel is an academic researcher from University of New Orleans. The author has contributed to research in topics: Free recall & Recall. The author has an hindex of 7, co-authored 7 publications receiving 502 citations. Previous affiliations of William S. Cassel include Florida Atlantic University.
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Journal ArticleDOI
Developmental Patterns of Eyewitness Responses to Repeated and Increasingly Suggestive Questions
TL;DR: In this article, a video of two children arguing about the use of a bicycle was shown to children in kindergarten, grade 2, grade 4, and adult subjects, with the final level of questioning for each item being a three-alternative multiplechoice question.
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Developmental patterns of eyewitness memory and suggestibility: An ecologically based short-term longitudinal study.
TL;DR: For example, the authors found that adults, 8-, and 6-year-olds viewed a video of two children arguing over a bicycle and were asked free-and cured-recall as well as positive-and negative-leading questions in multiple interviews.
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Social demand characteristics in children's and adults' eyewitness memory and suggestibility: the effect of different interviewers on free recall and recognition
David F. Bjorklund,William S. Cassel,Barbara R. Bjorklund,Rhonda Douglas Brown,Cynthia L. Park,K. I. M. Ernst,Felicia A. Owen +6 more
TL;DR: In this paper, after viewing a video of a theft, 5- and 7-year-old children and adults were interviewed with free recall and either misleading or unbiased-leading questions.
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Children's Susceptibility to Repeated Questions: How Misinformation Changes Children's Answers and Their Minds
TL;DR: The authors studied the effect of repeated questions on children's ability to answer repeated questions and found that misinformation changes children's answers and their minds. But they did not find that children's comprehension to repeated questions was affected by repeated questions.
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Training and Extension of a Memory Strategy: Evidence for Utilization Deficiencies in the Acquisition of an Organizational Strategy in High‐ and Low‐IQ Children
TL;DR: The results provide evidence for IQ, training, and material effects in the demonstration of a utilization deficiency, a phase in strategy development when children use a strategy but gain little or no benefit in performance.