When identifying and prosecuting a suspect, eyewitnesses are of utmost importance. They provide crucial information that determines the criminal's fate, whether his memories are true to the event or slightly altered. Many eyewitnesses, victims of these crimes, experience strong emotions related to the event. Emotions have been found to play a role in the accuracy and completeness of memories, especially in eyewitness testimony (Huston, Clifford, Phillips, & Memon, 2013). When emotions have a negative content, the precision of memory of an event increases (Storbeck & Clore, 2005; Block, Greenberg, & Goodman, 2009). This finding applies to all types of eyewitnesses, including children. There is no difference in memory between children and adults for adverse events, suggesting that the child eyewitness is just as capable as the adult eyewitness of providing accurate testimony (Cordon, Melinder, Goodman, & Edelstein, 2012). For my research paper, I will focus on the role of emotions in children's eyewitness testimony. Children are extremely susceptible to recalling false memories due to suggestive questions (Quas et al., 1999). Therefore, it is very important that the most accurate testimony of the child is retrieved, and this can be done through emotional focusing. Emotional focus has been found to increase autobiographical memory, meaning that the more emotionally focused the child is, the better he or she remembers events in his or her life (Drummond, Dritschel, Astell, O'Carroll, and Dalgleish 2006). In one study, children were taken to a mock zoo and recalled their experience two days later. They found that children who remembered emotions remembered more information about the specificity of autobiographical memory in children. Cognition and Emotion, 20, 288-505. Houston, K. A., Clifford, B. R., Phillips, L. H., & Memon, A. (2013). The emotional eyewitness: The effects of emotion on specific aspects of eyewitness recall and recognition performance. Emotion, 13(1), 118-128.Lyon, T.D., Scurich, N., Choi, K., Handmaker, S., & Blank, R. (2012). “How did you feel?”: Increased production of evaluative information by witnesses of child sexual abuse. Law and Human Behavior, 36(5), 448-457.Quas, J. A., Goodman, G. S., Bidrose, S., Pipe, M., Craw, S., & Albin, D. S. (1999). Emotion and memory: Long-term memory, forgetfulness and suggestibility of children. Journal of Experimental Child Psychology, 72, 235-270. Storbeck, J., & Clore, G. L. (2005). With sadness comes precision; with happiness, false memory. Psychological science, 16(10), 785-791.