The effects of perceived authority paired with question type were investigated. The subjects were
elementary school students. They were read a short story and then questioned by either an authority
figure or non-authority figure, and asked either leading or non-leading questions. There was a brief
distraction task between the story and questioning. The subjects’ responses were rated by the amount
of truth contained in each response. The responses determined suggestibility. Children in the authority
condition who were asked leading questions appeared to be the most suggestible.