B.Sc. Washington, Ph.D. Minnesota
University Research Professor
|Phone: (709) 864-7682|
|3050 Course Notes: http://dogsbody.psych.mun.ca/3050/|
|Affiliations: Developmental, Cognition|
Currently, research interests focus on memory and on language. For memory, I have been studying children's eyewitness memory for stressful events, namely injuries serious enough to require hospital emergency room treatment. I have been looking at whether children who are extremely upset by an event remember or describe it differently than children who are less upset, how the interviewer's questions can alter the child's recounting of what occurred, and what other individual difference variables (e.g., language skill, temperament, attachment) affect long-term memory for these events. All of these have implications for children's reliability as witnesses in forensic situations. As well, I am studying infantile amnesia, or the age of earliest memory. We are exploring the factors that affect when and what gets remembered years later. For language, I have been studying children's autobiographical narratives, or stories about personal experience. I have been looking at how children acquire narrative skills, and in particular, the role that parents play in helping them learn these skills. Narrative skills seem to be important for helping children acquire literacy; if so, can good narrative skills be taught readily to young children? In particular, can parents be taught ways of interacting with their children that fosters this skill development? In addition, how do narrative skills and memory interact?
Peterson, C. (2012). Children's autobiographical memories across the years: Forensic implications of childhood amnesia and eyewitness memory for stressful events. Developmental Review, 32, 287-306. [Abstract] [PDF]
McCabe, A., & Peterson, C. (2012). Predictors of Adult Narrative Elaboration: Emotion, Attachment, and Gender. Imagination, Cognition, and Personality, 31, 327-344. doi: 10.2190/IC.31.4.f [Abstract] [PDF]
Warren, K.L., Dodd, E., Raynor, G., & Peterson, C. (2012). Detecting children's lies: Comparing true accounts about highly stressful injuries with unprepared, prepared, and coached lies. Behavioral Sciences & the Law, 30, 329-341. doi: 10.1002/bsl.1994 [Abstract] [PDF]
Peterson, C., Bonechi, A., Smorti, A., & Tani, F. (2010). A distant mirror: Memories of parents and friends across childhood and adolescence. British Journal of Psychology, 101, 601-320. [Abstract] [PDF]
Peterson, C., Noel, M., Kippenhuck, L., Harmundal, L. & Vincent, C.D. (2009). Early memories of children and adults: Implications for infantile amnesia. Cognitive Sciences, 4(2), 65-90. [Abstract] [PDF]
Peterson, C., & Warren, L.K. (2009). Injuries, emergency rooms, and children's memory: Factors contributing to individual differences. In J. Quas & R. Fivush (Eds.), Emotion and memory in development: Biological, cognitive, and social considerations (pp. 60-85). Oxford University Press. Included in the Oxford Series in Affective Science, K. Scherer & R. Davidson (Series Eds.). [PDF]
Noel, M., Peterson, C., & Jesso, B. (2008). The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers. Journal of Child Language, 35, 823-843. [Abstract] [PDF]
Peterson, C., & McCabe, A. (2004). Echoing our parents: Parental influences on children’s narration. In M.W. Pratt & B.E. Fiese (Eds.), Family stories and the lifecourse: Across time and generations (pp. 27-54). Mahwah, NJ: Erlbaum. [PDF]
Peterson, C., Ross, A., & Tucker, V.C. (2002). Hospital emergency rooms and children’s health care attitudes. Journal of Pediatric Psychology, 27, 281-291. [Abstract]
Fivush, R., Peterson, C., & Schwarzmueller, A. (2002). Questions and answers: The credibility of child witnesses in the context of specific questioning techniques. In M.L. Eisen, J.A. Quas, & G.S. Goodman (Eds.), Memory and suggestibility in the forensic interview (pp. 331-354). Mahwah, NJ: Erlbaum.
Peterson, C., & Biggs, M. (2001). ‘I was really, really, really mad!’: Children’s use of evaluative devices in narratives about emotional events. Sex Roles, 45, 801-826. [Abstract]
Peterson, C., Moores, L., & White, G. (2001). Recounting the same events again and again: Children’s consistency across multiple interviews. Applied Cognitive Psychology, 15, 353-371. [Abstract] [PDF]
Peterson, C., Dowden, C., & Tobin, J. (1999). Interviewing preschoolers: Comparisons of yes/no and wh- questions. Law & Human Behavior, 23, 539-556. [Abstract]
Peterson, C., Jesso, B., & McCabe, A. (1999). Encouraging narratives in preschoolers: An intervention study. Journal of Child Language, 26, 49-67. [Abstract]
Peterson, C., & Rideout, R. (1998). Memory for medical emergencies experienced by one and two year olds. Developmental Psychology, 34, 1059-1072. [Abstract]
Peterson, C., & Biggs, M. (1998). Stitches and casts: Emotionality and narrative coherence. Narrative Inquiry, 8, 51-76. [Abstract]
Peterson, C., & McCabe, A. (1997). Extending Labov and Waletzky. Journal of Narrative and Life History, 7, 251-258.
Liddell, A., Rabinowitz, F.M., & Peterson, C. (1997). Relationship between age changes in children's dental anxiety and perception of dental experiences. Cognitive Therapy and Research, 21, 619-631. [Abstract]
Peterson, C., & Biggs, M. (1997). Interviewing children about trauma: Problems with "specific" questions. Journal of Traumatic Stress, 10, 279-290. [Abstract]
McCabe, A. & Peterson, C. (1997). Meaningful "mistakes": The systematicity of children's connectives in narrative discourse and the social origins of this usage about the past. In Favol & J. Costermans (eds.), Processing interclausal relationships in the production and comprehension of text. (pp. 139-154). Mahwah, NJ: Eribaum.