Dual processes of false recognition in kindergarten children and elementary school pupils

• We examined the contribution of source monitoring to false memories (FM) in children.
• We manipulated time pressure at test and the frequency of item presentation.
• Without time pressure, item repetition reduced FM in elementary-school pupils.
• With time pressure, item repetition increased FM in elementary-school pupils.
• Item repetition also increased FM in kindergarteners (no time pressure).

We investigated the contribution of monitoring processes to the emergence of false memories in children. Two age groups were compared, assuming lower monitoring ability at preschool age compared with older children. We also manipulated whether elementary school pupils responded in the memory test with or without time pressure. Furthermore, the frequency of list presentation was manipulated within participants. We found that presenting lists thrice compared with only once increased the number of false memories in kindergarten children and in elementary school pupils responding under time pressure but reduced false memories in elementary school pupils responding without time pressure. These findings indicate that kindergarten children still lack the ability to monitor the source of the activation of critical items of Deese–Roediger–McDermott lists.