B.Sc. Washington, Ph.D. Minnesota
University Research Professor
Fellow of the Royal Society of Canada
|Phone: (709) 864-7682|
|3050 Course Notes: http://dogsbody.psych.mun.ca/3050/|
|Affiliations: Developmental, Cognition|
Currently, research interests focus on memory and language. I and other members of my lab have been studying children’s eyewitness memory for salient events and how it is affected by the way they are interviewed. Most recently, we have been investigating the use of a relatively new technique, the Narrative Elaboration procedure. An important problem for researchers to address is how to get children to provide more information in open-ended recall, which has been shown to be the most accurate as well as least vulnerable to interviewer suggestion or influence. As well, how can one optimally interview children who are motivated to lie or hide information? We are investigating these issues. In addition, we are studying childhood amnesia, or children’s and adults’ ability to recall the earliest years of their lives. We are exploring factors that affect one’s age at the time of these early memories, how many memories one can retrieve, and characteristics of the memories.
Peterson, C., Fowler, T., & Brandeau, K.M. (2015). Earliest Memories and Recent Memories of Highly Salient Events – Are They Similar? Journal of Cognition and Development, 16(4), 638-649. doi: 10.1080/15248372.2013.879872 [PDF]
Warren, K.L., Bakhtiar, M., Mulrooney, B., Raynor, G.K., Dodd, E.K., & Peterson, C. (2015). Adults’ detection of deception in children: Effect of coaching and age for children’s true and fabricated reports of injuries. Behavioral Sciences and the Law, 33, 784-800 [Abstract] [PDF]
Tani, F., Smorti, A., & Peterson, C. (2015). Is friendship quality reflected in memory narratives? Journal of Social and Personal Relationships, 32, 281-303. doi: 10.1177/0265407515573601 [Abstract] [PDF]
Peterson, C., Morris, G., Baker-Ward, L., & Flynn, S. (2014). Predicting Which Childhood Memories Persist: Contributions of Memory Characteristics. Developmental Psychology, 50, 439-448. doi: 10.1037/a0033221 [Abstract] [PDF]
Wang, Q., & Peterson, C. (2014). Your Earliest Memory May be Earlier Than You Think: Prospective Studies of Children’s Dating of Earliest Childhood Memories. Developmental Psychology, 50, 1680-1686. doi: 10.1037/a0036001 [Abstract] [PDF]
Warren, K., & Peterson, C. (2014). Exploring parent-child discussions of crime and their influence on children’s memory. Behavioural Sciences and the Law, 32, 686-701. doi: 10.1002/bsl.2144 (invited contribution for a special issue) [Abstract] [PDF]
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. [PDF]
Peterson, C., Dowden, C., & Tobin, J. (1999). Interviewing preschoolers: Comparisons of yes/no and wh- questions. Law & Human Behavior, 23, 539-556. doi: 0147-7307/99/1000-0539$16.00/1 [Abstract] [PDF]
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. doi: 0147-5916/97/12.50-0619$12.50/0
Peterson, C., & Biggs, M. (1997). Interviewing children about trauma: Problems with "specific" questions. Journal of Traumatic Stress, 10, 279-290. doi: 10.1023/A:1024882213462
Peterson, C., & Bell, M. (1996). Children's memory for traumatic injury. Child Development, 67, 3045-3070. doi: 10.2307/1131766
Peterson, C. (1996). The preschool child witness: Errors in accounts of traumatic injury. Canadian Journal of Behavioural Science, 28, 36-42.
Howe, M.L., Courage, M.L., & Peterson, C. (1995). Intrusions in preschoolers' recall of traumatic childhood events. Psychonomic Bulletin & Review, 2, 130-134.
Peterson, C. (1994). Narrative skills and social class. Canadian Journal of Education, 19, 251-269.
Peterson, C. & McCabe, A. (1994). A social-interactionist account of developing decontextualized narrative skill. Developmental Psychology, 30, 937-948. doi: 0012-1649/94/$3.00
Howe, M.L., Courage, M.L., & Peterson, C. (1994). How can I remember when "I" wasn't there: Long-term retention of traumatic experiences and emergence of the cognitive self. Consciousness and Cognition, 3, 327-355. doi: 10.1006/ccog.1994.1019 (Reprinted in K. Pezdek & W. Banks (Eds.), The recovered memory/false memory debate. Academic Press)
Peterson, C. (1993). Identifying referents and linking sentences cohesively in narration. Discourse Processes, 16, 507-524.
Marche, T.A. & Peterson, C. (1993). On the gender differential use of listener responsiveness. Sex Roles, 29, 795-815.
Marche, T. & Peterson, C. (1993). The developmental and sex related use of interruption behavior. Human Communication Research, 19, 388-408.
Peterson, C. & McCabe, A. (1992). Parental styles of narrative elicitation: Effect on children's narrative structure and content. First Language, 12, 299-321.
Peterson, C. & McCabe, A. (1991). On the threshold of the storyrealm: Semantic versus pragmatic use of connectives in narratives. Merrill-Palmer Quarterly, 37, 445-464.
Peterson, C., & Dodsworth, P. (1991). A longitudinal analysis of young children's cohesion and noun specification in narratives. Journal of Child Language, 18, 397-415.
Peterson, C. (1990). The who, when and where of early narratives. Journal of Child Language, 17, 433-455.
McCabe, A., & Peterson, C. (1990). What makes a narrative memorable? Applied Psycholinguistics, 11, 73-82.
Peterson, C. (1989) Connectives as both pragmatic and semantic links in children's narratives. Journal of the Atlantic Provinces Linguistic Association, 11, 19-38.
McCabe, A., & Peterson, C. (1988). A comparison of adults' versus children's spontaneous use of "because" & "so". Journal of Genetic Psychology, 149, 145-159.
Peterson, C., & Marrie, C. (1988). Even 4-year-olds can detect inconsistency. Journal of Genetic Psychology, 149, 119-126.
Peterson, C., & McCabe, A. (1988). The connective “and” as discourse glue. First Language, 8, 19-28.
Peterson, C., & McCabe, A. (1987). The connective "and": Do older children use it less as they learn other connectives? Journal of Child Language, 14, 375-381.
Peterson, C., & McCabe, A. (1987) The structure of "and" coordinations in children's narratives. Journal of Psycholinguistic Research, 16, 467-490.
Peterson, C., & Peterson, R. (1986) Parent-child interaction and daycare: Does quality of daycare matter? Journal of Applied Developmental Psychology, 7, 1-15.
Peterson, C. (1986) Sex differences in conversational interruptions by preschoolers. Journal of the Atlantic Provinces Linguistic Association, 8, 23-28.
Peterson, C. (1986) Semantic and pragmatic uses of "but". Journal of Child Language, 13, 583-590.
Peterson, C., & McCabe, A. (1985) Understanding "because": How important is the task? Journal of Psycholinguistic Research, 14, 199-218.
McCabe, A., & Peterson, C. (1985) A naturalistic study of the production of causal connectives by children. Journal of Child Language, 12, 145-159.
McCabe, A., & Peterson, C. (1984) What makes a good story? Journal of Psycholinguistic Research, 13, 457-480.
Menig-Peterson, C., & McCabe, A. (1978) Children's orientation of a listener to the context of their narratives. Developmental Psychology, 14, 582-592
Menig-Peterson, C., & McCabe, A. (1977) Children talk about death. Omega: Journal of Death and Dying. 8, 305-317.
Menig-Peterson, C. (1975) The modification of communicative behavior in preschool-aged children as a function of the listener's perspective. Child Development, 46, 1015-1018.
Peterson, C., Danner, F., & Flavell, J. (1972) Developmental changes in children's response to three indications of communicative failure. Child Development, 43, 1463-1470.