ABSTRACT
Research on memory processes among children is reviewed as it is relevant to children's testimony. An organizing framework is proposed that includes four broad themes: (1) not everything gets into memory, (2) what gets into memory may vary in strength, (3) the status of information in memory changes over time, and (4) retrieval is not perfect. Factors that can influence children's memory are discussed in the context of each of these themes. Finally, guidelines for clinicians that are based on the research reviewed are presented.
