Suggestibility of the child witness: a historical review and synthesis

Der Einfluß von Metakognitionen und vorheriger Irreführung auf die Identifikationsleistung kindlicher Augenzeugen1 1 Wir bedanken uns bei den Mitgliedern der DFG-finanzierten Forschergruppe “Kognitive Entwicklung” für ihre Unterstützung und die hilfreichen Kommentare

Zusammenfassung. Das Ziel der vorliegenden Studie war es, die Rolle metakognitiver Überwachungsprozesse in dem angewandten Kontext einer Identifikationsaufgabe zu überprüfen. Dazu wurde Vorschülern, Zweitkläßlern und Erwachsenen ein kurzer Videofilm über einen Konflikt zwischen Kindern vorgeführt. Drei Wochen später wurden der Hälfte der Versuchspersonen irreführende Distraktoren vorgelegt. Vier Wochen nach der Videodemonstration wurde die Identifikationsaufgabe, bei der die sieben Gesichter der beteiligten Kinder aus dem Film unter Distraktoren wiederzuerkennen waren, in zwei verschiedenen Versionen (sequentielle und simultane Darbietung der Photos) durchgeführt. Zur Erfassung metakognitiver Kompetenzen wurden Sicherheitsurteile zu den Identifikationen erhoben. Die Auswertung der Wiedererkennungsleistungen ergab insgesamt keinen klaren Alterstrend: bessere Identifikationsraten der Erwachsenen im Vergleich zu den Kindern ließen sich lediglich bei sequentieller, nicht aber bei simultaner Darbietung der Photos finden. Dabei waren in allen Altersgruppen negative Effekte der vorangegangenen Irreführung nachweisbar. In bezug auf die Sicherheitsurteile konnte festgestellt werden, daß sich die Kinder sowohl bei korrekten als auch bei falschen Identifikationen sicherer waren als die Erwachsenen und somit Schwierigkeiten hatten, die Sicherheit ihrer Erinnerung adäqaut einzuschätzen. Damit konnten Befunde aus der Grundlagenforschung zum prozeduralen Metagedächtnis bestätigt und deren Relevanz in einem angewandten Kontext aufgezeigt werden.

The effects of misleading and inconsistent postevent information on children's recollections of criterion-learned information

Similar experimental procedures are used in misinformation studies and in retroactive inhibition studies. Despite these similarities, the findings of these studies have suggested that misleading postevent information and inconsistent postevent information would have different effects on children's recollections. To examine this hypothesis, 28 seven-year-olds learned a target game to criterion. Two days later, they were administered either type of postevent information on either one or three occasions. When the children were tested 3 weeks later, the results showed that even criterion-learned information could be affected detrimentally by exposure to misleading or inconsistent postevent information. Notably, children who were administered misinformation on one occasion reported more target information than children in all other groups. It is suggested that exposure to misinformation had a facilitative effect on these children's recollections.

Memory strength affects reporting of misinformation

A model of long-term retention was used to examine whether and how the strength of original information (differences in learning and testing time) and the strength of misleading information (differences in timing and frequency) influence 3- to 5-year-olds' memory for an event. In three experiments, preschoolers viewed a slide presentation depicting an event, some of them were asked misleading questions, and memory for event details was tested. There was little evidence of memory impairment, but exposure to misleading information encouraged reporting of this information. Differences in learning influenced reporting in that children exposed to the event once reported more misled details than those who saw the event multiple times. Furthermore, preschoolers who saw the event once were just as susceptible to misleading information whether exposed to misinformation once or three times; however, preschoolers who had seen the event multiple times were susceptible only to repeated presentations of misinformation. Given that the reporting of misinformation is determined by the degree of integrity of both the original and misleading information, it is important to control for differences in trace strength for both types of information in future research.

Recall accuracy and illusory memories: when more is less

In two experiments it was revealed that manipulations that increased recall of studied list items also increased false recall of theme-related, critical nonpresented words. In Experiment 1 subjects listened to a series of short word lists, each containing items associatively related to a theme, while engaging in either semantic or nonsemantic processing. On an immediate free recall test semantic processors demonstrated greater correct recall as well as more illusory memories of critical nonpresented items than nonsemantic processors. In Experiment 2, the short study lists were combined to form longer lists that were presented either blocked by theme or in a random presentation order. Retention interval was also varied as participants were tested either immediately, one week after, or three weeks after the study phase. Presenting the target items in a blocked, as opposed to random, format increased recall accuracy, but this was at the expense of a higher intrusion rate for theme-consistent items. Interestingly, the level of false memories was not affected by retention interval even though typical decrements in the recall of study items were observed over time. The results of these experiments highlight the persistence of the false memory effect, as well as pointing to several factors, primarily semantic processing, that may lead to the creation of false memories. Interpretations are offered within the theoretical frameworks of source monitoring and fuzzy trace theory.

THE SUGGESTIBILITY OF CHILDREN'S MEMORY

In this review, we describe a shift that has taken place in the area of developmental suggestibility. Formerly, studies in this area indicated that there were pronounced age-related differences in suggestibility, with preschool children being particularly susceptible to misleading suggestions. The studies on which this conclusion was based were criticized on several grounds (e.g. unrealistic scenarios, truncated age range). Newer studies that have addressed these criticisms, however, have largely confirmed the earlier conclusions. These studies indicate that preschool children are disproportionately vulnerable to a variety of suggestive influences. There do not appear to any strict boundary conditions to this conclusion, and preschool children will sometimes succumb to suggestions about bodily touching, emotional events, and participatory events. The evidence for this assertion is presented in this review.

Fabricated trauma exposure: an analysis of cognitive, behavioral, and emotional factors

The 1995 Oklahoma City bombing was a disaster of unparalleled dimension in the United States. The professional response included the development of systematic clinical and research programs. This article describes the case of a child who, as a participant in a research study, appeared to fabricate a story of bomb-related loss. The research and clinical records of this child were examined and analyzed according to the factors and conditions that might underlie this fabrication. These include issues related to memory and suggestibility, symptom contagion, and mass hysteria. The report describes the role of psychological vulnerability in trauma and this child's coping and adaptation.

How misinformation alters memories

Over the past quarter of a century, hundreds of studies have demonstrated that misleading postevent information affects people's memories. Researchers have used several methods to try to understand this phenomenon and have also put forward different theories to account for the effect. Brainerd and Reyna's (1998, this issue) conjoint misinformation method and their fuzzy-trace theory are welcomed additions on both these fronts. We describe how their contribution fits with the other methods and theories which have been used to understand how misleading postevent information affects people's memory.

The ontogeny and durability of true and false memories: a fuzzy trace account

Fuzzy-trace theory has been developed by Brainerd and Reyna (1998, this issue) to explain a variety of findings. Here we explore the way that fuzzy-trace theory handles three phenomena concerning the creation and maintenance of false memories. We show that fuzzy-trace theory can account for seemingly paradoxical findings, thus providing theoretical clarity that has heretofore been lacking in the developmental literature.

Fuzzy-trace theory and children's false memories

Fuzzy-trace theory's concepts of identity judgment, nonidentity judgment, and similarity judgment provide a unified account of the false-memory phenomena that have been most commonly studied in children: false-recognition effects and misinformation effects. False-recognition effects (elevated false-alarm rates for unpresented distractors that preserve the meanings of presented targets) are due to increased rates of similarity or false identity judgment about distractors or to decreased rates of nonidentity judgment. Misinformation effects (erroneous acceptance of misleading postevent information and erroneous rejection of actual events) are also due to variability in rates of similarity, identity, and nonidentity judgment. Two experimental paradigms are presented, one for false recognition (conjoint recognition) and one for misinformation (conjoint misinformation), that allow investigators to tease apart the contributions of these processes to children's false-memory reports. Each paradigm is implemented in a mathematical model that provides numerical estimates of the processes.

Conducting investigative interviews of alleged sexual abuse victims

OBJECTIVES

There were two aims: First, to describe the factors that influence children's competence and second, to discuss ways in which investigative interviewers can maximize the quality and quantity of information they obtain from alleged witnesses and victims.

METHOD

No new research is described in this paper. Rather, the authors provide a focused review of the relevant literature designed to be maximally useful for practitioners.

CONCLUSIONS

Children are often the only available sources of information about possible abusive experiences Research has shown that children can, in fact, be remarkably competent informants, although the quality and quantity of the information they provide is greatly influenced by the ways in which they are interviewed. This article describes ways in which investigative interviewers can maximize the amount and quality of information they elicit from alleged victims.

Interviewing child witnesses: a developmental perspective

This article reviews suggestions derived from the clinical and experimental literatures for interviewing child witnesses. We identify methods for which there is experimental support as well as key issues about which the available research offers little guidance. In a field briming with polarization rather than integration, our goal is to locate and discuss practices that overlap with both clinical consensus and a growing body of research on child development. To accomplish this goal, the first half of the article considers general guidelines for questioning children at an age-appropriate level and in a manner that minimizes the potential for distortion. The second half of the article outlines the phases of a forensic interview in a step-by-step fashion. The suggestions presented highlight a developmental perspective designed to facilitate children's memory and communicative competence, to address children's fears, and to facilitate an honest exchange of reliable information.

Recovered memories of childhood sexual abuse. Implications for clinical practice

BACKGROUND

The growth in the USA of 'recovered memory therapy' for past sexual abuse has caused great public and professional concern. It became apparent that the polarisation of views and fierce controversy within the American psychiatric community was in danger of bringing psychotherapy into disrepute and it seemed important to examine objectively the scientific evidence before such polarisation developed in the UK.

METHOD

A small working group reviewed their own experience, visited meetings and centres with expertise in this field, interviewed 'retractors' and accused parents, and then began a comprehensive review of the literature.

RESULTS

There is a vast literature but little acceptable research. Opinions are expressed with great conviction but often unsupported by evidence.

CONCLUSIONS

The issue of false or recovered memories should not be allowed to confuse the recognition and treatment of sexually abused children. We concluded that when memories are 'recovered' after long periods of amnesia, particularly when extraordinary means were used to secure the recovery of memory, there is a high probability that the memories are false, i.e. of incidents that had not occurred. Some guidelines which should enable practitioners to avoid the pitfalls of memory recovery are offered.

Individual differences and the creation of false childhood memories

We investigated if college students will create false childhood memories, the role of self-knowledge in memory creation, and if there are reliable individual differences related to memory creation. Based on information obtained from parents, we asked college students about several true childhood experiences. We also asked each student about one false event and presented the false event as if it was based on parent information. We asked the students to describe all events in two interviews separated by one day. When participants could not recall an event (whether true or false), we encouraged them to think about related self-knowledge and to try to imagine the event. In an unrelated experimental session, the students were administered four cognitive/personality scales: the Creative Imagination Scale (CIS), the Tellegen Absorption Scale (TAS), the Dissociative Experiences Scale (DES), and the Marlowe-Crowne Social Desirability Scale (SDS). We found that approximately 25% of the students created false childhood memories. Participants who made connections to related self-knowledge in the first interview were more likely to create false memories. We also found that the CIS and the DES were positively related to memory creation. Factors that decrease one's ability to engage in reality monitoring are related to the acceptance of false events and the creation of false memories.

False allegations of satanic abuse: case studies from the witch panic in Rättvik 1670-71

The creation of false memories, psychiatric symptoms and false allegations of satanic child abuse during an outbreak of witch hysteria in Sweden in the seventeenth century are described and related to contemporary issues in child testimonies. Case studies of 28 children and 14 adults are presented. The mechanisms underlying the spread of these allegations, as well as the reactions and influence of the adult world on the children's testimonies, are discussed.

"Are false memories permanent?": an investigation of the long-term effects of source misattributions

With growing concerns over children's suggestibility and how it may impact their reliability as witnesses, there is increasing interest in determining the long-term effects of induced memories. The goal of the present research was to learn whether source misattributions found by Ceci, Huffman, Smith, and Loftus (1994) caused permanent memory alterations in the subjects tested. When 22 children from the original study were reinterviewed 2 years later, they recalled 77% of all true events. However, they only consented to 13% of all false events, compared to the 22% false consent rate (among the same subset of children) found by Ceci et al. (1994). Additionally, while children remained accurate in their recall of true events (they maintained assents 78% of the time), they "recanted" their earlier false consents 77% of the time, after the 2-year delay. Implications of these findings for child witnesses and the legal system are discussed.

Source monitoring and memory distortion

Memory distortion reflects failures to identify the sources of mental experience (reality monitoring failures or source misattributions). For example, people sometimes confuse what they inferred or imagined and what actually happened, what they saw and what was suggested to them, one person's actions and another's what they heard and what they previously knew, and fiction and fact. Source confusions arise because activated information is incomplete or ambiguous and the evaluative processes responsible for attributing information to sources are imperfect. Both accurate and inaccurate source attributions result from heuristic processes and more reflectively complex processes that evaluate a mental experience for various qualities such as amount and type of perceptual, contextual, affective, semantic and cognitive detail, that retrieve additional supporting or disconfirming evidence, and that evaluate plausibility and consistency given general knowledge, schemes, biases and goals. Experimental and clinical evidence regarding cognitive mechanisms and underlying brain structures of source monitoring are discussed.

Effects of introductory style on children's abilities to describe experiences of sexual abuse

OBJECTIVE

The goal of this study was to evaluate the relative effectiveness of two rapport-building techniques for eliciting information from children who made allegations of sexual abuse.

METHOD

Fourteen interviewers conducted 51 investigations of child sexual abuse with children ranging from 4.5 to 12.9 years of age. In 25 of the investigations, interviewers used a script including many open-ended utterances to establish rapport, whereas in 26 of the investigations the same interviewers used a rapport-building script involving many direct questions. Both rapport-building scripts took about 7 minutes to complete. All children were asked the same open-ended question to initiate the substantive phase of the interview.

RESULTS

Children who had been trained in the open-ended condition provided 2 1/2 times as many details and words in response to the first substantive utterance as did children in the direct introduction condition. Children in the open-ended condition continued to respond more informatively to open-ended utterances in the later (unscripted) portion of the interview. Two-thirds of the children mentioned the core details of the incident in their responses to the first substantive utterance and a further 20% mentioned core details more vaguely.

CONCLUSIONS

These results demonstrate that children respond more informatively to an open-ended invitation when they have previously been trained to answer such questions rather than more focused questions. These results demonstrate the sensitivity of children to the goals and expectations of forensic interviewers. Structured interview protocols also increase the amount of information provided by young interviewees.

Evaluating characteristics of false memories: remember/know judgments and memory characteristics questionnaire compared

Subjects hearing a list of associates to a nonpresented lure word later often claim to have heard the lure (Deese, 1959; Roediger & McDermott, 1995). To examine the characteristics of such false memories, subjects completed a memory characteristics questionnaire (MCQ; Johnson, Foley, Suengas, & Raye, 1988) or made remember/know (RK; Gardiner & Java, 1993) judgments for previously heard theme associates and nonpresented lures. MCQ ratings indicated that false memories for lures had less auditory detail and less remembered feelings and reactions than memories for presented words. In addition, rates of false recognition for lures were significantly lower than rates of correct recognition when items from various themes were intermixed instead of blocked at acquisition and subjects made MCQ ratings instead of RK judgments. This demonstrates that false memories can be affected both by how they are acquired and by how extensively they are examined at retrieval.

Explicitly questioning the nature of suggestibility in preschoolers' memory and retention

In research designed to investigate children's suggestible responses on memory tests, 190 preschoolers were read a short story. The same day or six days later, they were exposed to information that was either consistent with the original story details or inconsistent and misleading. One and seven weeks after hearing the story, the children were tested on two types of recognition tasks that involved a choice either between the original and misleading information or between the original and new information with questions that were either explicit or nonexplicit as to the time of the information to be reported. At the 1-week test, children who were exposed to misleading information were significantly less accurate under nonexplicit questioning in recognizing the original from the misleading information than were children presented with consistent information. With explicit questioning, this difference was not significant. When the choice for the children was between original and new items following exposure to delayed misleading postevent information, explicit questioning resulted in significantly more accurate responses at the 7-week test than did nonexplicit questioning. Children questioned explicitly rather than nonexplicitly were more likely to maintain correct responses on both tests. The results are discussed in terms of conversational processes and competing forms of representation in memory retention.

Practice parameters for the forensic evaluation of children and adolescents who may have been physically or sexually abused. American Academy of Child and Adolescent Psychiatry

These practice parameters describe the forensic evaluation of children and adolescents who may have been physically or sexually abused. The recommendations are drawn from guidelines that have been published by various professional organizations and authors and are based on available scientific research and the current state of clinical practice. These parameters consider the clinical presentation of abused children, normative sexual behavior of children, interview techniques, the possibility of false statements, the assessment of credibility, and important forensic issues. These parameters were approved by Council of the American Academy of Child and Adolescent Psychiatry in September 1996 and were previously published in J. Am. Child Adolesc. Psychiatry, 1997, 36:423-442.

How suggestible are preschool children? Cognitive and social factors

OBJECTIVES

In this series of studies, the authors sought to determine some of the cognitive and social boundary conditions that can undermine the accuracy of young children's reporting. Care was taken to include events and interviewing variables that more accurately reflect the experiences of children in real-world investigations of alleged sexual abuse. Videotaped interviews with preschool children were presented to experts to determine how adept they are at distinguishing between true and false accounts.

METHOD

All the studies were designed to investigate the susceptibility to suggestion in young preschool children. The difference between studies was the form of that suggestion and the nature of the event to which the children were exposed. All studies measured recall accuracy, false assent rate, and the change in these outcomes over time and/or successive interviews.

RESULTS

Very young preschool children (aged 3 and 4 years) were significantly more vulnerable to suggestions than were older preschool children (aged 5 and 6 years). The number of interviews and the length of the interval over which they were presented resulted in the greatest level of suggestibility.

CONCLUSIONS

While some types of events (negative, genital, salient) were more difficult to implant in children's statements, some children appeared to internalize the false suggestions and resisted debriefing. These children's false statements were quite convincing to professionals, who were unable to distinguish between true and false accounts.

Illusory recall of vocal affect

Illusions of memory occur when a person recalls something that did not take place, and may result from processes that systematically bias recall. This paper reports three experiments exploring a novel form of memory bias that can occur when a person is attempting to recall the affective tone of voice in which someone spoke previously. Subjects first studied photographs of faces while listening to sentences spoken in a positive or negative tone of voice. At test, subjects saw brief presentations of faces and were asked to recall the tone of voice in which the pictured person had spoken earlier. Across a variety of study and test conditions a strong recall bias was observed: when faces conveyed either subtle positive or negative affect, subjects tended to recall the pictured person as having spoken with a matching affective tone, regardless of the tone of voice in which the person had actually spoken. It is proposed that this affective recall bias may be the product of a retrieval mechanism that relies on a combination of information from the memory trace and retrieval environment to guide responding.

Electrophysiological brain activity and memory source monitoring

To investigate brain mechanisms involved in identifying the origin of memories, event-related potentials (ERPs) were recorded as participants discriminated previously presented (old) from new items or identified their earlier source (picture, word, or new). Differences in ERPs between old-new recognition and source identification were focused at frontal sites. For source identification, prominent negative deflections at occipital or frontal sites occurred depending on encoding task. These results support a model in which memory attributes are distributed neocortically and the frontal lobes are critical for source monitoring.

Practice parameters for the forensic evaluation of children and adolescents who may have been physically or sexually abused. AACAP Official Action. American Academy of Child and Adolescent Psychiatry

These practice parameters describe the forensic evaluation of children and adolescents who may have been physically or sexually abused. The recommendations are drawn from guidelines that have been published by various professional organizations and authors and are based on available scientific research and the current state of clinical practice. These parameters consider the clinical presentation of abused children, normative sexual behavior of children, interview techniques, the possibility of false statements, the assessment of credibility, and important forensic issues. These parameters were approved by Council of the American Academy of Child and Adolescent Psychiatry in September 1996.