1
|
Li Q, Li M, Wu C. Methods and measures of source monitoring in children: A scoping review. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024. [PMID: 39315748 DOI: 10.1111/bjdp.12523] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2024] [Accepted: 09/04/2024] [Indexed: 09/25/2024]
Abstract
Source monitoring (SM) refers to attributing sources of information. There are various methods for measuring SM in children. We searched the PubMed, PsycINFO, Embase, Web of Science and Cochrane Library databases from their inception to February 24, 2023, to summarize the methods and measures of SM in children, identifying 141 studies. The procedure for the SM tasks encompassed encoding, interval and testing. The encoding tasks were classified into ground-based activities (n = 67), computer-based experiments (n = 42) and mixed methods (n = 34). The testing approaches were categorized into old/new recognition and source discrimination, n-alternative forced-choice, yes/no questions and recall/direct questions. Among 10 commonly used indicators, source-correct, source-incorrect, discrimination score and source accuracy were recommended to present the SM function. We also discussed the advantages and disadvantages of different SM methods in children, providing a reference for researchers to design and select SM measurements that meet their research objectives.
Collapse
Affiliation(s)
- Qiuhong Li
- School of Nursing, Peking University, Haidian District, Beijing, China
| | - Mengyuan Li
- School of Nursing, Peking University, Haidian District, Beijing, China
| | - Chao Wu
- School of Nursing, Peking University, Haidian District, Beijing, China
| |
Collapse
|
2
|
Rubínová E, Price HL. Primacy (and recency) effects in delayed recognition of items from instances of repeated events. Memory 2024; 32:627-645. [PMID: 38771018 DOI: 10.1080/09658211.2024.2354764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Accepted: 05/07/2024] [Indexed: 05/22/2024]
Abstract
In repeated-event paradigms where participants are asked to recall details of a sequence of similar instances they viewed/experienced previously, more accurate details are typically recalled from the first and final instances (i.e., long-term primacy and recency effects). Participants likely encode distinct attributes of details of the boundary instances that subsequently facilitate source monitoring. To date, most repeated event research has measured memory performance via free-/cued-recall paradigms; we examined delayed memory for repeated events using the recognition paradigm. In two preregistered experiments, participants viewed four videos, and after a delay completed a recognition task. In Experiment 1 (N = 168, between-subjects), participants decided whether an item was old (i.e., presented in any video) or new, or whether an item was presented in video 1/2/3/4 or was new. In Experiment 2 (N = 160, within-subjects), the old/new decision was followed by an instance attribution decision. Old items were recognised faster in the old/new task compared to the instance-attribution task. In the instance-attribution task, items from the boundary instances were accurately attributed faster compared to items from the middle instances. We found further evidence for primacy (and recency) effects in measures of confidence, memory judgments, recognition accuracy and discriminability, and confidence-accuracy calibration.
Collapse
Affiliation(s)
- Eva Rubínová
- School of Psychology, University of Aberdeen, Aberdeen, Scotland
- Department of Psychology, Thompson Rivers University, Kamloops, Canada
| | - Heather L Price
- Department of Psychology, Thompson Rivers University, Kamloops, Canada
| |
Collapse
|
3
|
An overview of source monitoring theory and research regarding children’s training. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03730-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
|
4
|
VanMeter F, Henderson H, Konovalov H, Karni-Visel Y, Blasbalg U. Children's Narrative Coherence in "Achieving Best Evidence" Forensic Interviews and Courtroom Testimony. PSYCHOLOGY, CRIME & LAW : PC & L 2021; 29:203-221. [PMID: 36949752 PMCID: PMC10027376 DOI: 10.1080/1068316x.2021.2018438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2020] [Accepted: 09/26/2021] [Indexed: 06/18/2023]
Abstract
In the United Kingdom, Section 27 of the Youth Justice and Criminal Evidence Act permits "Achieving Best Evidence" (ABE) forensic interviews to replace the evidence-in-chief in cases involving children. It is therefore imperative that forensic interviewers elicit complete, reliable, and coherent narratives from children. The goal of the current research study was to assess the coherence of forensic interviews and whether the interviewers' emotional or cognitive support was associated with increases in the coherence of these interviews. Children's narrative coherence was examined in 80 transcripts of ABE investigative interviews with 7- to-15-year-olds who disclosed sexual abuse. Narrative coherence was assessed using the Narrative Coherence Coding Scheme, including three dimensions of narrative coherence: chronology, consistency, and theme (Reese et al., 2011). Findings revealed that first elicited events were more likely to be more coherent compared to subsequently elicited events, and child engagement was positively associated with all dimensions of narrative coherence. Interviewer support was positively associated with chronology, script accounts of abuse were associated with decreased consistency and chronology (but not theme), and cognitive support was not associated with any dimension of narrative coherence.
Collapse
|
5
|
Roberts KP, Wood KR, Wylie BE. Children's ability to edit their memories when learning about the environment from credible and noncredible websites. COGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS 2021; 6:42. [PMID: 34050824 PMCID: PMC8164076 DOI: 10.1186/s41235-021-00305-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Accepted: 05/07/2021] [Indexed: 11/17/2022]
Abstract
One of the many sources of information easily available to children is the internet and the millions of websites providing accurate, and sometimes inaccurate, information. In the current investigation, we examined children’s ability to use credibility information about websites when learning about environmental sustainability. In two studies, children studied two different websites and were tested on what they had learned a week later using a multiple-choice test containing both website items and new distracters. Children were given either no information about the websites or were told that one of the websites (the noncredible website) contained errors and they should not use any information from that website to answer the test. In both studies, children aged 7- to 9-years reported information from the noncredible website even when instructed not to, whereas the 10- to 12-year-olds used the credibility warning to ‘edit out’ information that they had learned from the noncredible website. In Study 2, there was an indication that the older children spontaneously assessed the credibility of the website if credibility markers were made explicit. A plausible explanation is that, although children remembered information from the websites, they needed explicit instruction to bind the website content with the relevant source (the individual websites). The results have implications for children’s learning in an open-access, digital age where information comes from many sources, credible and noncredible. Education in credibility evaluation may enable children to be critical consumers of information thereby resisting misinformation provided through public sources.
Collapse
Affiliation(s)
- Kim P Roberts
- Wilfrid Laurier University, 75 University Ave W, Waterloo, ON, N2L 3C5, Canada.
| | - Katherine R Wood
- Wilfrid Laurier University, 75 University Ave W, Waterloo, ON, N2L 3C5, Canada.,Carleton University, 1125 Colonel By Dr, Ottawa, ON, K1S 5B6, Canada
| | - Breanne E Wylie
- Wilfrid Laurier University, 75 University Ave W, Waterloo, ON, N2L 3C5, Canada.,Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON, L2S 3A1, Canada
| |
Collapse
|
6
|
Kontogianni F, Rubinova E, Hope L, Taylor PJ, Vrij A, Gabbert F. Facilitating recall and particularisation of repeated events in adults using a multi-method interviewing format. Memory 2021; 29:471-485. [PMID: 33761845 DOI: 10.1080/09658211.2021.1903508] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Reports about repeated experiences tend to include more schematic information than information about specific instances. However, investigators in both forensic and intelligence settings typically seek specific over general information. We tested a multi-method interviewing format (MMIF) to facilitate recall and particularisation of repeated events through the use of the self-generated cues mnemonic, the timeline technique, and follow-up questions. Over separate sessions, 150 adult participants watched four scripted films depicting a series of meetings in which a terrorist group planned attacks and planted explosive devices. For half of our sample, the third witnessed event included two deviations (one new detail and one changed detail). A week later, participants provided their account using the MMIF, the timeline technique with self-generated cues, or a free recall format followed by open-ended questions. As expected, more information was reported overall in the MMIF condition compared to the other format conditions, for two types of details, correct details, and correct gist details. The reporting of internal intrusions was comparable across format conditions. Contrary to hypotheses, the presence of deviations did not benefit recall or source monitoring. Our findings have implications for information elicitation in applied settings and for future research on adults' retrieval of repeated events.
Collapse
Affiliation(s)
- Feni Kontogianni
- Department of Psychology, University of Portsmouth, Portsmouth, UK
| | - Eva Rubinova
- Department of Psychology, University of Portsmouth, Portsmouth, UK
| | - Lorraine Hope
- Department of Psychology, University of Portsmouth, Portsmouth, UK
| | - Paul J Taylor
- Department of Psychology, Lancaster University, Lancaster, United Kingdom.,University of Twente, Enschede, Netherlands
| | - Aldert Vrij
- Department of Psychology, University of Portsmouth, Portsmouth, UK
| | - Fiona Gabbert
- Department of Psychology, Goldsmiths University of London, London, UK
| |
Collapse
|
7
|
Memon A, Connolly D, Brewin CR, Meyer T, Seidel J, Anderson S, Rijkeboer M, Arntz A. How do adults with
post‐traumatic
stress disorder from childhood trauma talk about single versus repeated traumas? APPLIED COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1002/acp.3820] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Amina Memon
- Department of Psychology Royal Holloway University of London Egham UK
| | | | - Chris R. Brewin
- Psychology and Language Sciences University College London London UK
| | - Thomas Meyer
- Institute for Psychology University of Münster Munster Germany
| | - Julia Seidel
- Institute for Psychology University of Münster Munster Germany
| | | | - Marleen Rijkeboer
- Faculty of Psychology and Neuroscience Psychology Maastricht University Maastricht Netherlands
| | - Arnoud Arntz
- Faculty of Social and Behavioural Sciences University of Amsterdam Amsterdam Netherlands
| |
Collapse
|
8
|
Remembering breakfast: How do pre-schoolers represent an everyday event? Cognition 2021; 213:104654. [PMID: 33722388 DOI: 10.1016/j.cognition.2021.104654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 03/01/2021] [Accepted: 03/01/2021] [Indexed: 11/23/2022]
Abstract
While it is clear that pre-schoolers have episodic memories for unique events, the representation of mundane events is disputed. In three studies we investigated three- and four- year olds' recall of that day's breakfast. In the first study (n = 27), all children discriminated between specific and general questions about their breakfast. However, children with a greater variety of breakfast options were more likely to correctly remember their morning's breakfast than children with only two or three options. This effect was maintained in the second study (n = 21) where systematic directive questioning was used to increase access to the relevant representation. In addition, repeated questioning over a number of days had no effect on recall. In the third study (n = 15), where questions were asked within minutes of finishing breakfast, children with little variety again failed to do better than chance. The findings together indicate that pre-schoolers have specific records for today's breakfast-time. Schema access is necessary for talking about those details that were not encoded as part of the record, such as food or drink where the child has limited choice. In such cases the child apparently samples from the alternatives in the schema with a corresponding high error rate. Children with more choice for their breakfast represent what they have eaten in their record of the event.
Collapse
|
9
|
Deck SL, Paterson HM. Adults' ability to particularise an occurrence of a repeated event. APPLIED COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1002/acp.3792] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Sarah L. Deck
- School of Psychology University of Sydney Camperdown New South Wales Australia
| | - Helen M. Paterson
- School of Psychology University of Sydney Camperdown New South Wales Australia
| |
Collapse
|
10
|
Dilevski N, Paterson HM, Walker SA, van Golde C. Adult memory for specific instances of a repeated event: a preliminary review. PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2020; 28:711-732. [PMID: 35571600 PMCID: PMC9103626 DOI: 10.1080/13218719.2020.1837031] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
In cases of repeated victimisation, a complainant's statement of abuse, and therefore memory, is often critical evidence for forensic investigations and legal proceedings. It is therefore important to understand the functioning of adults' memory for repeated events. As such, the purpose of this paper was to review the extant literature on adult memory for instances of a repeated event. The results of the review revealed a small number of heterogeneous studies on adult repeated-event memory (N = 12). The literature so far shows that while adults might have difficulty in recalling information specific to instances (narrow accuracy), they are capable of remembering information across multiple instances (broad accuracy). It was also found that several factors may impact recall of instances including age, the number of experienced instances, rehearsing an event, repeated retrieval and event distinctiveness. The discussion highlights the forensic implications of this research and future research directions.
Collapse
Affiliation(s)
- Natali Dilevski
- School of Psychology, University of Sydney, Sydney, NSW, Australia
| | | | - Sarah A. Walker
- School of Psychology, University of Sydney, Sydney, NSW, Australia
| | - Celine van Golde
- School of Psychology, University of Sydney, Sydney, NSW, Australia
| |
Collapse
|
11
|
Rubínová E, Blank H, Koppel J, Ost J. Schema and deviation effects in remembering repeated unfamiliar stories. Br J Psychol 2020; 112:180-206. [PMID: 32476137 DOI: 10.1111/bjop.12449] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2020] [Revised: 08/04/2020] [Indexed: 12/01/2022]
Abstract
In today's globalized world, we frequently encounter unfamiliar events that we may have difficulty comprehending - and in turn remembering - due to a lack of appropriate schemata. This research investigated schema effects in a situation where participants established a complex new schema for an unfamiliar type of story through exposure to four variations. We found that immediate recall increased across subsequent stories and that distortions occurred less frequently - participants built on the emerging schema and gradually established representations of parts of the story that were initially transformed. In recall with delays increasing up to 1 month, quantitative measures indicated forgetting while distortions increased. The second focus of this research was on content and order deviation effects on recall. The content deviation, in contrast with previous repeated-event research, was not remembered well and was associated with lower recall; the order deviation had a similar (but expected) effect. We discuss discrepancies between results of this study and previous literature, which had focused on schemata for familiar events, in relation to stages of schema development: it seems that in unfamiliar repeated events, a complex new schema is in the early stages of formation, where the lack of attentional resources limits active processing of deviations.
Collapse
Affiliation(s)
- Eva Rubínová
- Department of Psychology, University of Portsmouth, Hampshire, UK
| | - Hartmut Blank
- Department of Psychology, University of Portsmouth, Hampshire, UK
| | - Jonathan Koppel
- Department of Psychology, University of Portsmouth, Hampshire, UK
| | - James Ost
- Department of Psychology, University of Portsmouth, Hampshire, UK
| |
Collapse
|
12
|
Deck SL, Paterson HM. Liars are perceived as more credible than truth‐tellers who recall a repeated event. APPLIED COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1002/acp.3665] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Sarah L. Deck
- The University of Sydney, The School of Psychology Camperdown New South Wales Australia
| | - Helen M. Paterson
- The University of Sydney, The School of Psychology Camperdown New South Wales Australia
| |
Collapse
|
13
|
Rubínová E, Blank H, Ost J, Fitzgerald RJ. Structured word-lists as a model of basic schemata: deviations from content and order in a repeated event paradigm. Memory 2020; 28:309-322. [PMID: 31918628 DOI: 10.1080/09658211.2020.1712421] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Repeated events are common in everyday life, but relatively neglected as a topic within memory psychology. In two samples of adults, we investigated memory for repeated, schema-establishing simple events (operationalised as structured word-lists), and the effects of deviations within those events. We focused on the effects of deviations from two core dimensions of schema: content and order. Across three successive word-list events, we established and reinforced a basic list schema by always presenting three content categories in the same order. These expectations were violated in a fourth and final word-list. We measured the effects on memory of both the violating and the schema-establishing lists in multiple recall attempts over a period of one month. We measured correct recall, misattribution errors, metacognitive awareness of list-organisation and deviations, and recall organisation. Across all delays and across all word-lists (not only the final one), content changes increased recall, whereas order changes decreased recall. Participants were also more aware of content changes than order changes. These disparate effects suggest that the two types of schema-deviations may have qualitatively different effects on memory for specific instances of a repeated generic event. Cognitive processes underlying memory for typical and exceptional instances of repeated events are discussed.
Collapse
Affiliation(s)
- Eva Rubínová
- Department of Psychology, University of Portsmouth, Portsmouth, UK
| | - Hartmut Blank
- Department of Psychology, University of Portsmouth, Portsmouth, UK
| | - James Ost
- Department of Psychology, University of Portsmouth, Portsmouth, UK
| | | |
Collapse
|
14
|
Qi H, Roberts KP. Cultural Influences on the Development of Children's Memory and Cognition. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2019; 56:183-225. [PMID: 30846047 DOI: 10.1016/bs.acdb.2018.11.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Memory is socially constructed. The types of information that children pay attention to and remember, as well as how children organize and recall their memories can differ as a function of sociocultural background. This chapter presents an overview of cultural variations on children's memory and cognition. We draw attention to the necessity of conducting controlled experiments to examine cultural differences in the specific processes involved in episodic memory (e.g., encoding, retention, discrimination skills). We highlight potential challenges (e.g., language, measurement equivalence) that researchers need to overcome to conduct valid cross-cultural research. In light of cultural transformations in recent decades, we outline promising avenues for future research as well as the applications of this research to important issues for forensics and immigrants and asylum-seekers.
Collapse
Affiliation(s)
- Hongyuan Qi
- Wilfrid Laurier University, Waterloo, ON, Canada
| | | |
Collapse
|
15
|
How children talk about events: Implications for eliciting and analyzing eyewitness reports. DEVELOPMENTAL REVIEW 2019. [DOI: 10.1016/j.dr.2018.12.003] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
16
|
Zhang HH, Roberts KP, Teoh YS. Children's recall and source monitoring of a repeated event using a timeline as an interview aid. APPLIED COGNITIVE PSYCHOLOGY 2018. [DOI: 10.1002/acp.3451] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Huan Huan Zhang
- Department of Psychology; Wilfrid Laurier University; Waterloo Ontario Canada
| | - Kim P. Roberts
- Department of Psychology; Wilfrid Laurier University; Waterloo Ontario Canada
| | - Yee-San Teoh
- Department of Psychology; National Taiwan University; Taipei Taiwan
| |
Collapse
|
17
|
Danby MC, Sharman SJ, Brubacher SP, Powell MB. The effects of episode similarity on children's reports of a repeated event. Memory 2018; 27:561-567. [PMID: 30295155 DOI: 10.1080/09658211.2018.1529798] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Much research has tested techniques to improve children's reporting of episodes from a repeated event by interviewing children after they have experienced multiple episodes of a scripted event. However, these studies have not considered any effects of the similarity shared between event episodes on children's reports. In the current study, 5- to 9-year-olds experienced four episodes of a scripted repeated event that shared a high (n = 76) or low (n = 76) degree of similarity, and were subsequently interviewed about individual episodes. The proportional amount and accuracy of children's reported details were tallied. Children reported proportionally more details and more script deviations after experiencing the high, compared to low, similarity event. Conversely, children were more accurate in their episodic reports when they experienced the low, compared to high, similarity event. The current findings have implications for the generalisability and comparability of past results across laboratory studies.
Collapse
Affiliation(s)
- Meaghan C Danby
- a School of Psychology , Deakin University , Burwood , VIC , Australia
| | | | - Sonja P Brubacher
- b Centre for Investigative Interviewing , Griffith Criminology Institute, Griffith University , Mount Gravatt , Australia
| | - Martine B Powell
- b Centre for Investigative Interviewing , Griffith Criminology Institute, Griffith University , Mount Gravatt , Australia
| |
Collapse
|
18
|
Brubacher SP, Earhart B, Roberts KP, Powell MB. Effects of label training and recall order on children's reports of a repeated event. APPLIED COGNITIVE PSYCHOLOGY 2018. [DOI: 10.1002/acp.3440] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Sonja P. Brubacher
- Department of Psychology; Wilfrid Laurier University; Waterloo Ontario Canada
- Centre for Investigative Interviewing; Griffith Criminology Institute, Griffith University; Mt. Gravatt Queensland Australia
| | - Becky Earhart
- Centre for Investigative Interviewing; Griffith Criminology Institute, Griffith University; Mt. Gravatt Queensland Australia
| | - Kim P. Roberts
- Department of Psychology; Wilfrid Laurier University; Waterloo Ontario Canada
| | - Martine B. Powell
- Centre for Investigative Interviewing; Griffith Criminology Institute, Griffith University; Mt. Gravatt Queensland Australia
| |
Collapse
|
19
|
Powell MB, Burrows KS, Brubacher SP, Roberts KP. Prosecutors' Perceptions on Questioning Children about Repeated Abuse. PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2017; 24:74-89. [PMID: 31983940 PMCID: PMC6818426 DOI: 10.1080/13218719.2017.1273749] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The purpose of this study is to elicit guidance from prosecutors across Australia on questioning children about repeated events. Two focus groups were conducted. The first sought broad feedback concerning questioning children about repeated events. The second focused more specifically on eliciting feedback about techniques for aiding children in describing specific instances of repeated events. The techniques used are derived from a combination of empirical research and best practice interview guidelines. Data from both focus groups were compiled because themes were highly similar. Thematic analysis of the focus group discussions revealed three broad themes in prosecutors' perceptions about questioning children about repeated abuse: a) permitting children to provide a full generic account before describing individual episodes of abuse, b) using the information obtained during the generic account to create episode labels, and c) probing incidences of abuse chronologically. These themes are discussed within the context of the child development and mnemonic literature, and implications for interviewing protocols are drawn.
Collapse
Affiliation(s)
- Martine B. Powell
- Centre for Investigative Interviewing, Deakin University, Geelong, Victoria, Australia
| | - Kimberlee S. Burrows
- Centre for Investigative Interviewing, Deakin University, Geelong, Victoria, Australia
| | - Sonja P. Brubacher
- Centre for Investigative Interviewing, Deakin University, Geelong, Victoria, Australia
| | - Kim P. Roberts
- Department of Psychology, Wilfred Laurier University, Waterloo, ON, Canada
| |
Collapse
|
20
|
Danby MC, Brubacher SP, Sharman SJ, Powell MB, Roberts KP. Children's Reasoning About Which Episode of a Repeated Event is Best Remembered. APPLIED COGNITIVE PSYCHOLOGY 2016. [DOI: 10.1002/acp.3306] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Meaghan C. Danby
- Centre for Investigative Interviewing; Deakin University; Burwood Victoria Australia
| | - Sonja P. Brubacher
- Centre for Investigative Interviewing; Deakin University; Burwood Victoria Australia
| | - Stefanie J. Sharman
- Centre for Investigative Interviewing; Deakin University; Burwood Victoria Australia
| | - Martine B. Powell
- Centre for Investigative Interviewing; Deakin University; Burwood Victoria Australia
| | | |
Collapse
|
21
|
Factors Related to the Accuracy of Self-Reported Dietary Intake of Children Aged 6 to 12 Years Elicited with Interviews: A Systematic Review. J Acad Nutr Diet 2016; 116:76-114. [DOI: 10.1016/j.jand.2015.08.024] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2014] [Accepted: 08/27/2015] [Indexed: 12/19/2022]
|
22
|
Roberts KP, Brubacher SP, Drohan-Jennings D, Glisic U, Powell MB, Friedman WJ. Developmental Differences in the Ability to Provide Temporal Information About Repeated Events. APPLIED COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1002/acp.3118] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | | | | | - Una Glisic
- Psychology; Wilfrid Laurier University; Waterloo Canada
| | | | | |
Collapse
|
23
|
Brubacher SP, La Rooy D. Witness recall across repeated interviews in a case of repeated abuse. CHILD ABUSE & NEGLECT 2014; 38:202-211. [PMID: 23906673 DOI: 10.1016/j.chiabu.2013.06.010] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2013] [Revised: 06/12/2013] [Accepted: 06/26/2013] [Indexed: 06/02/2023]
Abstract
In this illustrative case study we examine the three forensic interviews of a girl who experienced repeated sexual abuse from ages 7 to 11. She disclosed the abuse after watching a serialized television show that contained a storyline similar to her own experience. This triggered an investigation that ended in successful prosecution of the offender. Because this case involved abuse that was repeated on a weekly basis for 4 years we thus investigated the degree to which the child's narrative reflected specific episodes or generic accounts, and both the interviewer's and child's attempts to elicit and provide, respectively, specific details across the 3 interviews collected in a 1 month period. Across the 3 interviews, the child's account was largely generic, yet on a number of occasions she provided details specific to individual incidents (episodic leads) that could have been probed further. As predicted: earlier interviews were characterized more by episodic than generic prompts and the reverse was true for the third interview; the child often responded using the same style of language (episodic or generic) as the interviewer; and open questions yielded narrative information. We discuss the importance of adopting children's words to specify occurrences, and the potential benefits of permitting generic recall in investigative interviews on children's ability to provide episodic leads. Despite the fact that the testimony was characterized by generic information about what usually happened, rather than specific episodic details about individual occurrences, this case resulted in successful prosecution.
Collapse
|
24
|
Hobbs SD, Goodman GS, Goodman-Shaver D. Repeated interviews about repeated abuse: evaluation of a case study. CHILD ABUSE & NEGLECT 2014; 38:212-216. [PMID: 24534612 DOI: 10.1016/j.chiabu.2014.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2014] [Accepted: 01/07/2014] [Indexed: 06/03/2023]
|
25
|
Strange D, Hayne H. The devil is in the detail: Children's recollection of details about their prior experiences. Memory 2013; 21:431-43. [DOI: 10.1080/09658211.2012.732722] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|
26
|
Brubacher SP, Malloy LC, Lamb ME, Roberts KP. How Do Interviewers and Children Discuss Individual Occurrences of Alleged Repeated Abuse in Forensic Interviews? APPLIED COGNITIVE PSYCHOLOGY 2013. [DOI: 10.1002/acp.2920] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | | | - Michael E. Lamb
- Department of Psychology; University of Cambridge; Cambridge; UK
| | | |
Collapse
|