Reviews explanatory dimensions of children's false memory relevant to forensic practice: measurement, development, social factors, individual differences, varieties of memories and memory judgments, and varieties of procedures inducing false memories. Asserts that recent studies fail to use techniques that separate acquiescence from memory changes. Contends that interviewers should not encourage children to consider, imagine, or interpret alternative versions of events, especially with repeated specific questions rather than open-ended free recall. (Author/KB)