Epstein Secrets

ent years and sometimes even decades later (Bauer et al., 2016; Fivush, McDermott Sales, Goldberg, Bahrick, & Parker, 2004; McKinnon et al., 2015; Peterson, 2015; Van Abbema & Bauer, 2005). For example, adolescents and adults accurately remember injuries and assaults experienced 6 to 13 years prior (G

der the relation of the event to one's life course (Berntsen & Rubin, 2006; Frankenhuis & Weenh, 2013); the emotional or taboo nature of the acts (Christianson, 1992; Goodman et al., 1990); meta-cognitive abilities (Koriat et al., 2000), especially in relation to schema-expected, plausible acts (Pezdek et

opardy in the courtroom: A scientific analysis of chiklren's testimony. Washington, DC: American Psychological Association. doi:10.1037/10180- 000 Christianson, S. A. (1992). Emotional stress and eyewitness memory: A critical review. Psychological Bulletin, 112, 284-309. Connolly, I). A., Chong, K., Cobur

D.M. & Loftus, E.F. (2009) The consequences of false memories for food preferences and choices. Perspectives on Psychological Science, 4, 135-139. Peterson, T., Kaasa, S.,O. & Loftus, E.F. (2009). Me too! : Social Modeling Influences on Early Autobiographical Memories. Applied Cognitive Psychology. 23,

er, B.L. & Loftus, E.F. (1990). Jury selection in major controlled substance trials: The need for extended voir dire. Forensic Reports, 3, 331-348. Christianson, S-A. & Loftus, E.F. (1990). Some characteristics of peoples' traumatic memories. Bulletin of the Psychonomic Society, 28(3), 195-198. Jobe, J. Whi

J., & Loftus, E.F. (1990). Determining damages: The influence of expert testimony on jurors' decision making. Law and Human Behavior, 14, 385-395. Christianson, S., Goodman, J., & Loftus, E.F. (1990). Eyewitness testimony. In Eysenck, M. (Ed.), The Blackwell Dictionary of Cognitive Psychology. Oxford, U.K.:

als remember stressful events that are personally significant or have had a traumatic effect. whereas other individuals do not (Chao et al.. 2018: Peterson. 2012; Williams, 1994). With respect to type of abuse and traumatic impact. negative stories, pictures, or films, although possibly distinctive and

d the most important compo- nents of the stressful event, leading to enhanced memory for those components but weaker memory for peripheral details (Christianson, 1992). Forgetting and ermrs still occur. but they typically do so to a lesser extent than for memory of less nega- tive events, even in children (C