Suggestibility of the child witness: a historical review and synthesis

Psychosocial factors influencing competency of children's statements on sexual trauma

OBJECTIVES

The objectives of this study are to assess children's competence to state their traumatic experience and to determine psychosocial factors influencing the competency of children's statements, such as emotional factors of children and parents and trauma-related variables, in Korean child sex abuse victims.

METHODS

We enrolled 214 children, who visited "Sunflower Children's Center" for sexual abuse. The children were aged 8-13 years. The children's parent were surveyed using questionnaires [Beck Depression Inventory (BDI), State-Trait Anxiety Inventory(STAI)] to obtain demographic information, traumatic event profiles and self-report scale. Children completed psychological measures as follows: Children's Depression Inventory (CDI), Revised Children's Manifest Anxiety Scale (RCMAS), Traumatic Symptom Checklist for Children (TSCC). The modified-Criteria-Based Content Analysis (CBCA) was used to assess children's statements. ANOVA, independent t-test, Pearson correlation were used. All statistics were demonstrated using SPSS 12.0.

RESULTS

Modified-CBCA scores did not differ according to children's level of depression and anxiety. Children with parents who showed supportive reactions, scored significantly higher on the modified-CBCA scores than those with unsupportive parents. Children with severely depressed parents had lower modified-CBCA scores than those with less depressed parents. Modified-CBCA scores were significantly higher in participants who experienced a single traumatic event than those who had multiple events. However, the severity of sexual abuse, relationship with the perpetrator, types of disclosure, and duration of initial disclosure did not show significant differences in capability of statement.

CONCLUSION

In conclusion, the competence of statements in Korean sexually child sex abuse victims is related to parental emotional states and support rather than children's factors such as psychopathology or age, and appears to be more reliable with a single traumatic experience. Therefore, promoting parental support through psychoeducation is one of the most important things to be done to help children overcome psychologic trauma but also enhance the accuracy of their statement.

Extended evaluations in cases of child sexual abuse: how many sessions are sufficient?

This article provides new findings from a national study involving 18 forensic interview sites of 137 children who were randomly assigned to a four or eight session extended evaluation. Cases assigned to the eight session protocol were significantly more likely to be classified "credible disclosure" of sexual abuse (56.6%) than cases assigned to the four session protocol (29.5%) and significantly less likely to be classified "credible nondisclosure" of sexual abuse (9.2%) than cases in the four session protocol (24.6%). When four versus eight sessions, demographic variables, and case characteristics were entered into a regression, variables that predicted likelihood of sexual abuse were eight session protocol, older victim age, and caretaker belief the child had been sexually abused. When new disclosures were examined by session in the eight session protocol, 95% of new disclosures occurred by the sixth session.

Resilience to maternal depression in young adulthood

Using a prospective longitudinal design, this study investigated factors associated with resilience in 20-year-old offspring of depressed mothers (n = 648). Resilient youth were operationally defined as those whose mothers were depressed but who themselves had no history of recurrent depression and currently evidenced adequate academic or work and romantic functioning, no Axis I psychopathology, and no clinically significant internalizing behavior problems. Low levels of perceived maternal psychological control (p = .02) and high child IQ (p < .01) acted as protective factors in the context of maternal depression. Low paternal psychological control (p = .02), high maternal warmth (p < .01), high self-esteem (p < .01), and healthy peer social functioning (p < .01) all acted as resource factors predicting high functioning outcomes for young adults, regardless of mother depression status. Notably, high child IQ acted as a protective factor predicting resilient outcomes that persisted from adolescence to adulthood (p < .01), and low maternal psychological control acted as a protective factor predicting resilient outcomes that emerged in early adulthood (p = .03). Interventions focused on these 2 protective factors might yield the strongest benefits for offspring of depressed mothers as they transition to early adulthood.

Developmental reversals in false memory: Effects of emotional valence and arousal

Do the emotional valence and arousal of events distort children's memories? Do valence and arousal modulate counterintuitive age increases in false memory? We investigated those questions in children, adolescents, and adults using the Cornell/Cortland Emotion Lists, a word list pool that induces false memories and in which valence and arousal can be manipulated factorially. False memories increased with age for unpresented semantic associates of word lists, and net accuracy (the ratio of true memory to total memory) decreased with age. These surprising developmental trends were more pronounced for negatively valenced materials than for positively valenced materials, they were more pronounced for high-arousal materials than for low-arousal materials, and developmental increases in the effects of arousal were small in comparison with developmental increases in the effects of valence. These findings have ramifications for legal applications of false memory research; materials that share the emotional hallmark of crimes (events that are negatively valenced and arousing) produced the largest age increases in false memory and the largest age declines in net accuracy.

Allegations of sexual abuse of a child: what to do when a single forensic interview isn't enough

This article describes the state of knowledge about extended assessments/forensic evaluations in situations of possible sexual abuse. It provides a critical review of the modest body of relevant research, describes two models for extended assessments, and presents descriptive survey findings of 62 professionals conducting extended assessments, most of whom conduct extended assessments intermittently as part of their other work on sexual abuse cases. Agencies should consider conducting extended assessments with young or traumatized children whose sexual abuse allegations are not resolved with a single interview as well as in complex child sexual abuse cases.

The veridicality of children's reports of parenting: a review of factors contributing to parent-child discrepancies

Child informants routinely participate in forensic and social service investigations and are often a critical source of information. However, across research domains high levels of discrepancy between parents' reports and children's reports have been documented, which has led researchers to question children's abilities to provide accurate information about others' behavior. To date research examining parent-child discrepancies has focused on discrepancies in reports of child behavior. The aim of the present review is to examine children's abilities to provide veridical accounts of parental behaviors, drawing on developmental and clinical research to delineate factors likely to enhance or impede accuracy. Among the factors examined, age appears to have the strongest influence on the accuracy of children's reports in general. A clear distinction also emerged in the literature between children's abilities to report objective data versus information regarding abstract concepts. Although available evidence provides mixed support for the veridicality of children's reports of parenting, factors that influence children's accuracy have generally been overlooked. Namely, researchers have largely failed to discriminate between assessment of child-rearing behaviors and children's perceptions of those behaviors. The present review proposes that such failure likely accounts for a notable portion of parent-child discrepancies in reports of parenting.

Extreme cognitive interviewing: a blueprint for false memories through imagination inflation

This article examines a 3-decades-old unsolved homicide, where the victim's 4-year-and-9-month-old daughter was deemed the only eyewitness (State of Nebraska v. Donald J. Sykora, 2008). The authors critique the investigative methods employed over 33 years, with particular emphasis on the final "extreme" cognitive interview of the daughter, which persisted for days and incorporated various imaginative techniques. Adverse circumstances pervade the case: (a) the young age of the presumed witness when the murder occurred; (b) the vulnerability of memory to suggestion and revision over time; (c) the possible earlier use of hypnosis to refresh recall; and (d) implementing a poorly documented, 31-hour cognitive interview that encouraged repetition and fantasy. In this case, the prolonged cognitive interview is perilously hypnotic-like, yielding evidence that must be regarded as a product of imagination inflation--defective for sustaining veridical testimony.

Truth is at hand: how gesture adds information during investigative interviews

The accuracy of information obtained in forensic interviews is critically important to credibility in the legal system. Research has shown that the way interviewers frame questions influences the accuracy of witnesses' reports. A separate body of research has shown that speakers gesture spontaneously when they talk and that these gestures can convey information not found anywhere in the speakers' words. In our study, which joins these two literatures, we interviewed children about an event that they had witnessed. Our results demonstrate that (a) interviewers' gestures serve as a source of information (and, at times, misinformation) that can lead witnesses to report incorrect details, and (b) the gestures witnesses spontaneously produce during interviews convey substantive information that is often not conveyed anywhere in their speech, and thus would not appear in written transcripts of the proceedings. These findings underscore the need to attend to, and document, gestures produced in investigative interviews, particularly interviews conducted with children.

Dealing with conflicting information: young children's reliance on what they see versus what they are told

Children often learn about the world through direct observation. However, much of children's knowledge is acquired through the testimony of others. This research investigates how preschoolers weigh these two sources of information when they are in conflict. Children watched as an adult hid a toy in one location. Then the adult told children that the toy was in a different location (i.e. false testimony). When retrieving the toy, 4- and 5-year-olds relied on what they had seen and disregarded the adult's false testimony. However, most 3-year-olds deferred to the false testimony, despite what they had directly observed. Importantly, with a positive searching experience based on what they saw, or with a single prior experience with an adult as unreliable, 3-year-olds subsequently relied on their first-hand observation and disregarded the adult's false testimony. Thus, young children may initially be credulous toward others' false testimony that contradicts their direct observation, but skepticism can develop quickly through experience.

What can a perception-memory expert tell a jury?

Witnesses to crimes and other forensically relevant events sometimes describe memories in which they express confidence that, on the basis of research in perception and memory, may be inappropriately high, given the circumstances of the case. The most effective way of conveying this observation and the reasons for it to a jury is via an expert in perception and memory. In any given case, a mosaic of factors having to do with perception and memory are relevant. I briefly sketch the most common of these factors and categorize them as to the degree to which they may be unambiguously and/or quantitatively applied to a specific case. I discuss one such factor, witness-object distance, in some detail, showing how an expert might describe distance effects on perception and providing examples from actual cases.

Younger Adults Can Be More Suggestible than Older Adults: The Influence of Learning Differences on Misinformation Reporting

The aim of the present investigation was to determine whether differences in the strength of original information influence adult age differences in susceptibility to misinformation. One-half of the younger and older adults watched a slide sequence once (one-trial learning) that depicted a theft, whereas the remaining participants viewed the slide sequence repeatedly to ensure that all critical details were encoded (criterion learning). Three weeks later and immediately prior to final testing, participants were asked questions that contained misleading information. As expected, the degree of initial learning influenced age differences in misinformation reporting. That is, when event memory was poorer for older than younger adults (in the criterion learning condition), older adults were more susceptible to misinformation than younger adults. However, when memory of the event was poor (in the one-trial learning condition), the younger adults reported more misled details than the older adults, possibly because the younger adults had better memory for the misleading information. Therefore, strength of initial memory influences the extent and direction of adult suggestibility and helps explain the discrepancy found across studies in this area.

The storehouse/correspondence partition in memory research: Promises and perils

The novel correspondence metaphor outlined by Koriat & Goldsmith offers important advantages for studying critical issues of memory-accuracy. It also fits well with the current emphasis on the reconstructive nature of memory and on the role of cognitive, metacognitive, and motivational factors in memory performance. These positive features notwithstanding, the storehouse/correspondence framework faces potential perils having to do with its implied linkage to the laboratory/real-life controversy and its proposal of studying correspondence issues in isolation from memory phenomena captured by the storehouse paradigm.

Memory, metamemory, and conditional statistics

Koriat & Goldsmith's distinction between encoding processes and metamnemonic decision processes is theoretically and practically important, as is their methodology for separating the two. However, their accuracy measure is a conditional statistic, subject to the unfathomable selection effects that have hindered analogous measures in the past. We also find their arguments concerning basic and applied research mostly beside the point.

The alternative to the storehouse metaphor

Koriat and Goldsmith clearly show the need for an alternative to the storehouse metaphor; however, the alternative metaphor they choose – the correspondence metaphor – is problematic. A more suitable one is the capacity metaphor.

Memory metaphors and the real-life/laboratory controversy: Correspondence versus storehouse conceptions of memory

The study of memory is witnessing a spirited clash between proponents of traditional laboratory research and those advocating a more naturalistic approach to the study of “real-life” or “everyday” memory. The debate has generally centered on the “what” (content), “where” (context), and “how” (methods) of memory research. In this target article, we argue that the controversy discloses a further, more fundamental breach between two underlying memory metaphors, each having distinct implications for memory theory and assessment: Whereas traditional memory research has been dominated by thestorehousemetaphor, leading to a focus on thenumberof items remaining in store and accessible to memory, the recent wave of everyday memory research has shifted toward acorrespondencemetaphor, focusing on theaccuracyof memory in representing past events. The correspondence metaphor calls for a research approach that differs from the traditional one in important respects: in emphasizing the intentional –representational function of memory, in addressing the wholistic and graded aspects of memory correspondence, in taking an output-bound assessment perspective, and in allowing more room for the operation of subject-controlled metamemory processes and motivational factors. This analysis can help tie together soine of the what, where, and how aspects of the “real-life/laboratory” controversy. More important, however, by explicating the unique metatheoretical foundation of the accuracy-oriented approach to memory we aim to promote a more effective exploitation of the correspondence metaphor inbothnaturalistic and laboratory research contexts.

What do memories correspond to?

Neither the storehouse nor the correspondence metaphor is an appropriate conceptual framework for memory research. Instead a meaning-based account of human memory is required. The correspondence metaphor is an advance over previous suggestions but entails an oversimple view of “accuracy.” Freud's account of memory may provide a more fruitful approach to memory and meaning.

The correspondence metaphor of memory: Right, wrong, or useful?

Our response to the commentators covers four general issues: (1) How useful is our proposed conceptualization of the real-life/laboratory controversy in terms of the contrast between the correspondence and storehouse metaphors? (2) What is the relationship between these two metaphors? (3) What are the unique implications of the correspondence metaphor for memory assessment and theory? (4) What are the nature and role of memory metaphors in memory research? We stress that the correspondence metaphor can be usefully exploited independent of the real-life/laboratory controversy, but that a variety of other metaphors, including the storehouse, should also be utilized in order to more fully capture the myriad facets and functions of memory in everyday life.

Beyond the correspondence metaphor: When accuracy cannot be assessed

Koriat & Goldsmith propose that the correspondence metaphor captures the essence of everyday memory research. We suggest that correspondence is often not at issue because objective assessments of everyday events are frequently lacking. In these cases, other questions arise, such as how individuals evaluate the validity of memories and the significance they attach to those evaluations.

Contexts and functions of retrieval

Koriat & Goldsmith provide an excellent analysis of the flexibility of retrieval processes and how they are situationally dependent. I agree with their emphasis on functional considerations and argue that the traditional laboratory experiment motivates the subject to be accurate. However, I disagree with their strong claim that the quantity–accuracy distinction implies an essential discontinuity between traditional and naturalistic approaches to the study of memory.

Implications of output-bound measures for laboratory and field research in memory

Everyday memory tasks often require that researchers focus on output-bound measures of memory. As a result, nonmemorial processes (e.g., report option and grain size) may influence recall accuracy. These nonmemorial processes, usually eliminated by laboratory researchers, have the potential to explain some anomalous results and may even be useful to enhance everyday recollection.

The relation between reproductive and reconstructive processing of memory content

Quantitative losses of memory content imply replicative processing; correspondence losses imply reconstructive processing. Research should focus on the relationship between these processes by obtaining accuracy- and quantity-based indicators of memory within the same framework. This approach will also yield information about the effects of task and individual-difference variables on loss and distortion, as well as the time course of each process.

Direct remembering and the correspondence metaphor

The correspondence view is consistent with a theory of direct remembering that assumes continuity between perception and memory. Two implications of direct remembering for correspondence are suggested. It is assumed that forgetting is exponential, and that remembering at one time is independent of factors influencing remembering at another. Elaboration of the correspondence view in the same terms as perception offers a novel approach to the study of memory.

Correspondence to the past: The essence of the archaeology metaphor

The correspondence view of memory is not a metaphor. However, correspondence is the essential feature of the archaeology metaphor, which harks back to Freud and Neisser. A modern version of this metaphor and some of its implications are briefly described. The archaeology metaphor integrates the idea of stored traces in a nonmechanistic framework.

Remembering as doing

Koriat & Goldsmith are right in their claim that the “ecological” and “traditional” approaches to memory rely on different metaphors. But the underlying ecological metaphor is notcorrespondence(which in any case is not a metaphorical notion): it isaction. Remembering is a kind of doing; like most other forms of action it is purposive, personal, and particular.

Functional memory requires a quite different value metaphor

The function of memory is to allow past experience to subserve present goal-oriented thought and action. The defining characteristic of goal-oriented approach/avoidance is value. Value lies beyond the reproductive conception of memory that is basic to both metaphors discussed in Koriat & Goldsmith's target article. Functional memory requires a quite different metaphor, for which a grounded theory is available.

Do human figure diagrams help alleged victims of sexual abuse provide elaborate and clear accounts of physical contact with alleged perpetrators?

The present study examined whether the use of human figure diagrams within a well-structured interview was associated with more elaborate and clearer accounts about physical contact that had occurred in the course of an alleged abuse. The sample included investigative interviews of 88 children ranging from 4 to 13 years of age. Children were interviewed using the NICHD Investigative Interview Protocol, and were then asked a series of questions in association with unclothed gender-neutral outline diagrams of a human body. A new coding scheme was developed to examine the types and clarity of touch-related information. Use of the HFDs was associated with reports of new touches not mentioned before and elaborations regarding the body parts reportedly touched. The HFDs especially helped clarify reports by the oldest rather than the youngest children. The clarity of children's accounts of touch was also greater when details were sought using recall prompts.

Script knowledge enhances the development of children's false memories

We examined whether script knowledge contributes to the development of children's false memories. Sixty 7-year-old and 60 11-year-old children listened to false narratives describing either a high-knowledge event (i.e., fingers being caught in a mousetrap) or a low-knowledge event (i.e., receiving a rectal enema) that were similar in terms of plausibility and pleasantness. Moreover, half of the children in each condition received additional suggestive details about the false events. Across two interviews, children had to report everything they remembered about the events. Script knowledge affected children's false memories in that both younger and older children developed more false memories for the high-knowledge event than for the low-knowledge event. Moreover, at the first interview, additional suggestive details inhibited the development of children's images into false memories.

The effects of age on remembering and knowing misinformation

Previous research has suggested that older adults are more susceptible to misleading information. The current experiments examined the nature of older and younger participants' conscious experience of contradictory and additive misinformation (Experiment 1), and misinformation about a memorable or non-memorable item (Experiment 2). Participants watched a video of a burglary before answering questions about the event that contained misinformation. Participants then completed a cued recall task whereby they answered questions and indicated whether they remembered the item, knew the item, or were guessing. The results indicated that older adults were less likely to remember or know the original item in comparison to younger adults but were also more likely to know misinformation than younger adults. This pattern occurred for contradictory misinformation and misleading information about memorable and non-memorable items. Only additive misinformation was associated with more remember responses for older but not younger adults.

Investigative Interviewing of Suspected Sex Offenders: A Review of What Constitutes Best Practice

Research on the topic of investigative interviewing of suspected sex offenders is still in its infancy, with the majority of work to date focusing on developing theories underlying confessions, and reflecting on the value of specific interview techniques that have been observed in the field. This paper provides a synthesis of the literature in order to produce a preliminary guide to best practice for the interviewing of this particular interviewee group. Specifically, this review is structured around five elements that should be considered when planning for and administering the interview. These elements include: (a) establishing rapport, (b) introducing the topic of concern, (c) eliciting narrative detail, (d) clarification/specific questions and (e) closure. The unique contribution of this paper is its practical focus, and its synthesis of findings across a variety of streams, including the general eyewitness memory literature, legislation and case law, therapeutic literature, and research specifically related to the interviewing of offenders (including confessions). At the conclusion of the review, recommendations are offered for further research.

Children's suggestion-induced omission errors are not caused by memory erasure

We explored whether children's suggestion-induced omission errors are caused by memory erasure. Seventy-five children were instructed to remove three pieces of clothing from a puppet. Next, they were confronted with evidence falsely suggesting that one of the items had not been removed. During two subsequent interviews separated by one week, children had to report which pieces of clothing they had removed. Children who during both interviews failed to report that they had removed the pertinent item (i.e., omission error; n=24) completed a choice reaction time task. In this task, they were presented with different clothing items. For each item, children had to indicate whether or not they had removed it. Significantly more errors were made for those removed items that children failed to report than for those they had not removed. This indicates that children's suggestion-based omission errors are not due to erasure of memories.

Children's autobiographical reports about sexual abuse: A narrative review of the research literature

BACKGROUND

The empirical and theoretical literature on children's autobiographical statements about child sexual abuse and other forms of maltreatment should be of potential importance to all professionals who regularly interview children as part of their professional duties.

AIMS

To present an introduction to this field.

METHODS

Narrative review.

RESULTS

Preschool children appear to be capable of providing reliable testimony on highly salient personal experiences such as sexual abuse, though a substantial proportion of children may choose not to. However, suggestive interviewing practises, particularly when used with younger children, may elicit false allegations. There is little evidence to suggest that experiences from the preverbal period of life can later be meaningfully reconstructed by means of statements or clinical signs.

CONCLUSIONS

Use of children as witnesses and informants requires special considerations, knowledge and skills.