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Szojka ZA, Henderson HM, Hur J, Siepmann H, Lyon TD. Elaborations and Denials in Children's Responses to Yes-No Any/Some Questions in Forensic Interviews. CHILD MALTREATMENT 2023; 28:407-416. [PMID: 36724093 PMCID: PMC10878369 DOI: 10.1177/10775595231154552] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
This study examined 379 4- to 12-year-old children's answers to any/some and other yes-no questions in forensic interviews about sexual abuse (N = 10,041). Yes-no questions that include the terms any/some (e.g., "Did he say anything?") often implicitly ask for elaboration when the answer is yes ("What did he say?"). However, children may give unelaborated responses to yes-no questions, fail to recognize implicit requests, and falsely respond "no." As predicted, children gave more wh- elaborations in response to any/some questions than other yes-no questions, but younger children elaborated less often than older children. Also as predicted, children responded "no" more often to any/some questions than to other yes-no questions, and more often to "any" than to "some" questions. "No" responses were also more common when children were asked potentially vague anything/something questions and else/other/different questions. The results highlight the potential risks of asking children any/some questions.
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Affiliation(s)
| | | | - Jina Hur
- University of Southern California, Los Angeles, CA, USA
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2
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Henderson HM, Lundon GM, Lyon TD. Suppositional Wh-Questions About Perceptions, Conversations, and actions are More Productive than Paired Yes-No Questions when Questioning Maltreated Children. CHILD MALTREATMENT 2023; 28:55-65. [PMID: 35025692 PMCID: PMC10914390 DOI: 10.1177/10775595211067208] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Forensic interviewers are taught to pair yes-no questions with open-ended requests for recall in order to reduce the likelihood that they will be misled by false "yes" responses. However, yes-no questions may elicit false "no" responses. Questioning 112 6- to 11-year-old maltreated children about three innocuous events (outside activities, yesterday, last birthday), this study compared the productivity of paired yes-no questions about perceptions, conversations, and actions involving the hands and mouth (e.g., "Did you say anything?") with wh-questions (e.g., "What did you say?"). The wh-questions presupposed that children had content to provide, but did not specify that content. Children were twice as likely to deny content and half as likely to provide novel information when interviewers asked them yes-no questions. Younger children were more inclined than older children to deny content and give unelaborated "yes" responses. The results support further research into the potential for suppositional wh-questions to increase child witnesses' productivity.
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Affiliation(s)
| | | | - Thomas D Lyon
- 5116University of Southern California, Los Angeles, CA, USA
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3
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Godfrey M, Casnar C, Stolz E, Ailion A, Moore T, Gioia G. [Formula: see text] A review of procedural and declarative metamemory development across childhood. Child Neuropsychol 2023; 29:183-212. [PMID: 35343879 DOI: 10.1080/09297049.2022.2055751] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
Metamemory is a component of metacognition that includes both the knowledge of factors that affect memory (i.e. declarative metamemory) and knowledge and application of factors in one's own learning and recall performance (i.e. procedural metamemory). The current paper aims to provide a comprehensive review of studies examining metamemory ability development from preschool into adolescence in order to improve the understanding of metamemory, its developmental course, and the available assessment methods. We examined the developmental trajectory of procedural and declarative metamemory abilities for both typically developing children and clinical populations. We found procedural metamemory abilities emerge around 4 to 5 years old, and significantly improve across childhood and into adulthood, although less is known about metamemory development across adolescence in typically developing children. Additionally, metamemory abilities vary significantly based on clinical pathology, although relatively fewer studies have examined these abilities in children with neurodevelopmental disorders or other neurologic conditions, such as acquired brain injury. The methods of metamemory assessment varied significantly across studies as well, indicating a need for a standardized metamemory measure, which would have high utility for clinical care.
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Affiliation(s)
- Mary Godfrey
- Division of Neuropsychology, Children's National Hospital, Washington, DC, USA
| | - Christy Casnar
- Division of Neuropsychology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Erin Stolz
- Division of Neuropsychology, Children's National Hospital, Washington, DC, USA
| | - Alyssa Ailion
- Department of Neurology and Psychiatry, Boston Children's Hospital, Boston, MA, USA.,Department of Psychiatry, Harvard Medical School, Boston, MA, USA
| | - Trey Moore
- Department of Neurology and Psychiatry, Boston Children's Hospital, Boston, MA, USA
| | - Gerard Gioia
- Division of Neuropsychology, Children's National Hospital, Washington, DC, USA
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4
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A review of the differential contributions of language abilities to children’s eyewitness memory and suggestibility. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2021.101009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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5
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Henry LA, Crane L, Millmore A, Nash G, Wilcock R. Intermediaries and cross‐examination resilience in children: The development of a novel experimental methodology. APPLIED COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1002/acp.3869] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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6
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Crawshaw CE, Kern F, Mertens U, Rohlfing KJ. Children's Narrative Elaboration After Reading a Storybook Versus Viewing a Video. Front Psychol 2020; 11:569891. [PMID: 33178075 PMCID: PMC7596270 DOI: 10.3389/fpsyg.2020.569891] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2020] [Accepted: 09/14/2020] [Indexed: 11/13/2022] Open
Abstract
Previous studies have found that narrative input conveyed through different media influences the structure and content of children's narrative retellings. Visual, televised narratives appear to elicit richer and more detailed narratives than traditional, orally transmitted storybook media. To extend this prior work and drawing from research on narrative elaboration, the current study's main goal was to identify the core plot component differences (the who, what, where, when, why, and how of a story) between children's retellings of televised versus traditional storybook narratives. However, because children also differ individually in their IQ, we further incorporated this variable into our analysis of children's narrative retellings. For our purpose, a novel coding schema was developed, following and extending the existing narrative elaboration approaches. Participants were 46 typically developing children aged 4-5 years from Germany. The current study incorporated two narrative input conditions to which children were randomly assigned: in the video condition, children watched a non-verbal, visually conveyed, televised story from a DVD; and in the book condition, children read the story with an adult and experienced an orally conveyed version in the form of a book with minimal accompanying pictures. In both conditions, the same story was conveyed. After including IQ as a covariate in our analyses, results show that the children from the video condition gave significantly more elaborated retellings, particularly across the who, what, and where (sub-)components. Differences between the conditions in the component when, how and why did not reach statistical significance. Our findings indicate that different media types entail differential cognitive processing demands of a story, resulting in type-specific memories and narratives. The effect of different medial conditions was significant and persisted when individual differences in cognitive development were considered. Consequences for children's development, education, and interaction with and within today's digital world are discussed.
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Affiliation(s)
- Camilla E Crawshaw
- Psycholinguistics, Faculty of Arts and Humanities, Paderborn University, Paderborn, Germany.,Language and Communication, Faculty of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany
| | - Friederike Kern
- Faculty of Linguistics and Literature, Bielefeld University, Bielefeld, Germany
| | - Ulrich Mertens
- Psycholinguistics, Faculty of Arts and Humanities, Paderborn University, Paderborn, Germany
| | - Katharina J Rohlfing
- Psycholinguistics, Faculty of Arts and Humanities, Paderborn University, Paderborn, Germany
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7
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Norris JE, Crane L, Maras K. Interviewing autistic adults: Adaptations to support recall in police, employment, and healthcare interviews. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2020; 24:1506-1520. [PMID: 32202435 PMCID: PMC7376628 DOI: 10.1177/1362361320909174] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Recalling specific past experiences is critical for most formal social interactions, including when being interviewed for employment, as a witness or defendant in the criminal justice system, or as a patient during a clinical consultation. Such interviews can be difficult for autistic adults under standard open questioning, yet applied research into effective methods to facilitate autistic adults’ recall is only recently beginning to emerge. The current study tested the efficacy of different prompting techniques to support autistic adults’ recall of specific personal memories; 30 autistic and 30 typically developing adults (intelligence quotients > 85) were asked to recall specific instances from their past, relevant to criminal justice system, healthcare, and employment interviews. Questions comprised ‘open questions’, ‘semantic prompting’ (where semantic knowledge was used to prompt specific episodic retrieval) and ‘visual–verbal prompting’ (a pie-diagram with prompts to recall specific details, for example, who, what, and where). Half the participants received the questions in advance. Consistent with previous research, autistic participants reported memories with reduced specificity. For both groups, visual–verbal prompting support improved specificity and episodic relevance, while semantic prompting also aided recall for employment questions (but not health or criminal justice system). Findings offer new practical insight for interviewers to facilitate communication with typically developing and autistic adults.
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Canning HS, Peterson C. Encouraging more open-ended recall in child interviews. PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2020; 27:81-94. [PMID: 32284781 PMCID: PMC7144253 DOI: 10.1080/13218719.2019.1687045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The goal of child forensic interviewers is to obtain as much information as possible through open-ended recall. Unfortunately, typically interviewers quickly switch to focused questions. This article suggests a way of eliciting more open-ended recall by using the narrative elaboration (NE) procedure, which includes four initial prompts about event participants, context, actions, conversations, and thoughts. The procedure uses line drawings on cards as prompts and requires pre-training; although it substantially increases open-ended recall, in practice it is too time-consuming for regular use. The original NE procedure is compared with two streamlined versions with 3- to 7-year-olds: using NE cards with no pre-training and simply providing parallel NE verbal prompts without using the cards. The children in the streamlined NE interview with verbal prompts were found to provide as much additional information as those in the full NE interview, and considerably more than those in the control interview. Therefore, incorporating NE verbal prompts near the beginning of child interviews is an easy way to increase the amount of information that children provide in open-ended recall.
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Affiliation(s)
- Heather S. Canning
- Department of Psychology, Memorial University of Newfoundland, St. John’s, NL, Canada
| | - Carole Peterson
- Department of Psychology, Memorial University of Newfoundland, St. John’s, NL, Canada
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9
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Abstract
Events make up much of our lived experience, and the perceptual mechanisms that represent events in experience have pervasive effects on action control, language use, and remembering. Event representations in both perception and memory have rich internal structure and connections one to another, and both are heavily informed by knowledge accumulated from previous experiences. Event perception and memory have been identified with specific computational and neural mechanisms, which show protracted development in childhood and are affected by language use, expertise, and brain disorders and injuries. Current theoretical approaches focus on the mechanisms by which events are segmented from ongoing experience, and emphasize the common coding of events for perception, action, and memory. Abetted by developments in eye-tracking, neuroimaging, and computer science, research on event perception and memory is moving from small-scale laboratory analogs to the complexity of events in the wild.
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Affiliation(s)
- Jeffrey M Zacks
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, Missouri 63130, USA;
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10
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Brown DA, Lewis CN, Lamb ME, Gwynne J, Kitto O, Stairmand M. Developmental differences in children's learning and use of forensic ground rules during an interview about an experienced event. Dev Psychol 2019; 55:1626-1639. [PMID: 31192645 PMCID: PMC6644439 DOI: 10.1037/dev0000756] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
Children often answer questions when they do not have the requisite knowledge or when they do not understand them. We examined whether ground rules instruction—to say “I don’t know,” to tell the truth, and to correct the interviewer when necessary—assisted children in applying those rules during an interview about a past event and whether doing so was associated with more accurate accounts. We compared children with intellectual disabilities (mild or moderate severity, n = 44, 7–12 years) with 3 groups of typically developing children (2 matched for mental age, and 1 for chronological age, n = 55, 4–12 years) on their understanding of 3 ground rules, their use of these rules in an interview, and their accuracy in recalling a personally experienced event. Many children were able to demonstrate proficiency with the rules following simple instruction but others required additional teaching. Children applied the rules sparingly in the interview. Their scores on the practice trials of each rule were unrelated to each other, and to the use of the rules in context. Their developmental level was significantly related to both of these skills. Regression models showed that developmental level was the best predictor of children’s accuracy when they recounted their experience during the interview but that use of responses consistent with the rules, in conjunction with developmental level, predicted accurate resistance to suggestive questions. Future research should identify how best to prepare children of different ages and cognitive abilities to answer adults’ questions appropriately.
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11
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Ford RM, Lobao SN. Exploring individual differences in self-reference effects for agency and ownership in 5- to 7-year-olds. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018; 37:168-183. [PMID: 30125373 DOI: 10.1111/bjdp.12265] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Revised: 07/19/2018] [Indexed: 11/30/2022]
Abstract
Evidence that self-relevant information enjoys a privileged status in memory is termed the self-reference effect (SRE). Testing 5-to 7-year-olds (n = 39), we aimed to shed light on the SRE by examining the memorial advantage for self-relevant information as a function of general ability, theory of mind, empathy, and recollection. Playing in pairs, children were presented with an array of pictures and took turns to select pictures (agency) and turn them over to reveal to whom they belonged (ownership). Later, they viewed the studied pictures intermixed with new ones and provided recognition- and source memory judgements. There was a robust SRE in recognition memory, mainly for agency, which varied positively with intellectual ability but negatively with theory of mind, empathy, and recollection. These findings accord with claims that self-referential information benefits from elaboration handled by domain-general processes, with the SRE counteracted by social processes that increase attention to other people. Statement of Contribution What is already known on this subject? Self-referential information is remembered better than information with little or no personal relevance (the self-reference effect or SRE) Children as young as 4 years show the SRE in tests of recognition- and source memory What does this study add? We explored individual differences variables correlated with the SRE in 5-7 year olds The SRE showed a positive relation with general intellectual ability but negative relations with empathy, theory of mind and recollection We suggest that self-referential information benefits from elaboration handled by domain-general processes, with the SRE counteracted by social processes that increase attention to other people.
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Affiliation(s)
- Ruth M Ford
- Department of Psychology, Anglia Ruskin University, Cambridge, UK
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12
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Stolzenberg SN, McWilliams K, Lyon TD. Children's Conversational Memory Regarding a Minor Transgression and a Subsequent Interview. PSYCHOLOGY, PUBLIC POLICY, AND LAW : AN OFFICIAL LAW REVIEW OF THE UNIVERSITY OF ARIZONA COLLEGE OF LAW AND THE UNIVERSITY OF MIAMI SCHOOL OF LAW 2018; 24:379-392. [PMID: 30479470 PMCID: PMC6251411 DOI: 10.1037/law0000176] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Children's memories for their conversations are commonly explored in child abuse cases. In two studies, we examined conversational recall in 154 4- to 9-year-old children's reports of an interaction with a stranger, some of whom were complicit in a transgression and were admonished to keep it a secret. Immediately afterwards, all children were interviewed about their interaction. One week later, children were asked recall questions about their interaction with the stranger, their conversations with the stranger, and their conversations with the interviewer. Overall, interaction recall questions elicited few details about children's conversations, whereas conversation recall questions were effective in doing so. Accuracy was high in response to both the interaction and conversation recall questions, with no differences observed. Questions explicitly inquiring about coaching elicited higher error rates, as well as apparent attempts to maintain secrecy. Source errors were rare. Conversation recall questions elicited new transgression disclosures among a substantial percentage of children. The results provide tentative support for the use of recall questions in eliciting conversational information from children.
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Affiliation(s)
| | - Kelly McWilliams
- John Jay School of Criminal Justice, City University of New York
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13
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Response to 'No Evidence Against Sketch Reinstatement of Context, Verbal Labels or Registered Intermediaries'. J Autism Dev Disord 2018; 48:2597-2599. [PMID: 29468572 DOI: 10.1007/s10803-018-3496-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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14
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Henry LA, Crane L, Nash G, Hobson Z, Kirke-Smith M, Wilcock R. Verbal, Visual, and Intermediary Support for Child Witnesses with Autism During Investigative Interviews. J Autism Dev Disord 2017; 47:2348-2362. [PMID: 28502038 PMCID: PMC5509826 DOI: 10.1007/s10803-017-3142-0] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Abstract
Three promising investigative interview interventions were assessed in 270 children (age 6-11 years): 71 with autism spectrum disorder (ASD) and 199 who were typically developing (TD). Children received 'Verbal Labels', 'Sketch Reinstatement of Context' or 'Registered Intermediary' interviews designed to improve interview performance without decreasing accuracy. Children with ASD showed no increases in the number of correct details recalled for any of the three interview types (compared to a Best-Practice police interview), whereas TD children showed significant improvements in the Registered Intermediary and Verbal Labels interviews. Findings suggested that children with ASD can perform as well as TD children in certain types of investigative interviews, but some expected benefits (e.g., of Registered Intermediaries) were not apparent in this study.
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Affiliation(s)
- Lucy A Henry
- Division and Language and Communication Science, City, University of London, 10 Northampton Square, London, EC1V 0HB, UK.
| | - Laura Crane
- Division and Language and Communication Science, City, University of London, 10 Northampton Square, London, EC1V 0HB, UK
- Department of Psychology, Goldsmiths, University of London, New Cross, London, SE14 6NW, UK
- Institute of Education, University College London, London, UK
| | - Gilly Nash
- Division and Language and Communication Science, City, University of London, 10 Northampton Square, London, EC1V 0HB, UK
| | - Zoe Hobson
- Division and Language and Communication Science, City, University of London, 10 Northampton Square, London, EC1V 0HB, UK
- Metropolitan Police Service, London, UK
| | - Mimi Kirke-Smith
- Division and Language and Communication Science, City, University of London, 10 Northampton Square, London, EC1V 0HB, UK
- West Heath School, Ashgrove Road, Sevenoaks, Kent, UK
| | - Rachel Wilcock
- Department of Psychology, University of Winchester, Winchester, SO22 4NR, UK
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Chae Y, Kulkofsky S, Debaran F, Wang Q, Hart SL. Low-SES Preschool Children's Eyewitness Memory: The Role of Narrative Skill. BEHAVIORAL SCIENCES & THE LAW 2016; 34:55-73. [PMID: 27117601 DOI: 10.1002/bsl.2242] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2016] [Revised: 03/27/2016] [Accepted: 03/27/2016] [Indexed: 06/05/2023]
Abstract
This study investigated the relation between narrative skill and eyewitness memory in young children from low-socioeconomic status (SES) communities. A total of 176 children aged 3-5 years were interviewed about a conflict event they witnessed. The quality of their narratives about the event and their ability to narrate a story from a picture book were examined in relation to memory of the event. Comprehensive measures of individual differences in vocabulary skill, adaptive language use, and behavioral characteristics were also administered. The results revealed that children who produced longer, more descriptive, and more cohesive narratives about the event recalled more accurate details and made fewer memory errors, independent of their language ability and behavioral characteristics. The quality of story narratives did not make any independent contributions to memory. Child's age was a robust predictor of memory for the event. Implications of the findings for understanding eyewitness memory in low-SES children are discussed. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
- Yoojin Chae
- Department of Human Development and Family Studies, Texas Tech University, Box 41230, Lubbock, TX, 79409
| | - Sarah Kulkofsky
- Department of Human Development and Family Studies, Texas Tech University, Box 41230, Lubbock, TX, 79409
| | - Francisco Debaran
- Department of Human Development and Family Studies, Texas Tech University, Box 41230, Lubbock, TX, 79409
| | - Qi Wang
- Department of Human Development, Cornell University, MVR Hall, Ithaca, NY, 14853
| | - Sybil L Hart
- Department of Human Development and Family Studies, Texas Tech University, Box 41230, Lubbock, TX, 79409
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Jack F, Martyn E, Zajac R. Getting the Picture: Effects of Sketch Plans and Photographs on Children's, Adolescents' and Adults' Eyewitness Recall. APPLIED COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1002/acp.3156] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Fiona Jack
- Department of Psychology; University of Otago; Dunedin New Zealand
| | - Elise Martyn
- Department of Psychology; University of Otago; Dunedin New Zealand
| | - Rachel Zajac
- Department of Psychology; University of Otago; Dunedin New Zealand
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Brown DA, Lewis CN, Lamb ME. Preserving the Past: An Early Interview Improves Delayed Event Memory in Children With Intellectual Disabilities. Child Dev 2015; 86:1031-1047. [PMID: 25876042 PMCID: PMC4654254 DOI: 10.1111/cdev.12364] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022]
Abstract
The influence of an early interview on children's (N = 194) later recall of an experienced event was examined in children with mild and moderate intellectual disabilities (CWID; 7–12 years) and typically developing (TD) children matched for chronological (7–12 years) or mental (4–9 years) age. Children previously interviewed were more informative, more accurate, and less suggestible. CWID (mild) recalled as much information as TD mental age matches, and were as accurate as TD chronological age matches. CWID (moderate) recalled less than TD mental age matches but were as accurate. Interviewers should elicit CWID's recall as early as possible and consider developmental level and severity of impairments when evaluating eyewitness testimony.
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Hritz AC, Royer CE, Helm RK, Burd KA, Ojeda K, Ceci SJ. Children's suggestibility research: Things to know before interviewing a child. ANUARIO DE PSICOLOGÍA JURÍDICA 2015. [DOI: 10.1016/j.apj.2014.09.002] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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Viezel KD, Freer BD, Lowell A, Castillo JA. COGNITIVE ABILITIES OF MALTREATED CHILDREN. PSYCHOLOGY IN THE SCHOOLS 2014. [DOI: 10.1002/pits.21809] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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20
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Chae Y, Kulkofsky S, Debaran F, Wang Q, Hart SL. Low-SES children's eyewitness memory: the effects of verbal labels and vocabulary skills. BEHAVIORAL SCIENCES & THE LAW 2014; 32:732-745. [PMID: 25393768 DOI: 10.1002/bsl.2145] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Revised: 09/28/2014] [Accepted: 10/03/2014] [Indexed: 06/04/2023]
Abstract
This study examined the effects of the verbal labels procedure and vocabulary skills on low-socioeconomic status (SES) preschool children's eyewitness memory. Children (N = 176) aged 3-5 years witnessed a conflict event and were then questioned about it in either a standard or a verbal labels interview. Findings revealed that children with higher rather than lower vocabulary skills produced more complete and accurate memories. Children who were given the verbal labels interview recalled more information, which included both correct and incorrect details. Overall, the verbal labels procedure did not improve children's performance on direct questions, but children with low vocabulary skills answered direct questions more accurately if they were given the verbal labels interview than when they were not. Implications of the findings for memory performance of low-SES children are discussed.
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Affiliation(s)
- Yoojin Chae
- Department of Human Development and Family Studies, Texas Tech University, Box 41230, Lubbock, TX, 79409
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21
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Jack F, Leov J, Zajac R. Age-related Differences in the Free-recall Accounts of Child, Adolescent, and Adult Witnesses. APPLIED COGNITIVE PSYCHOLOGY 2013. [DOI: 10.1002/acp.2951] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Fiona Jack
- Department of Psychology; University of Otago; Dunedin New Zealand
| | - Jessica Leov
- Department of Psychology; University of Otago; Dunedin New Zealand
| | - Rachel Zajac
- Department of Psychology; University of Otago; Dunedin New Zealand
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22
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Peterson C, Warren KL, Hayes AH. Revisiting Narrative Elaboration Training with an Ecologically Relevant Event. JOURNAL OF COGNITION AND DEVELOPMENT 2013. [DOI: 10.1080/15248372.2011.638688] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Lamb ME, Brown DA. Conversational apprentices: Helping children become competent informants about their own experiences. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2010. [DOI: 10.1348/026151005x57657] [Citation(s) in RCA: 65] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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The effects of verbal labels and vocabulary skill on memory and suggestibility. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2010. [DOI: 10.1016/j.appdev.2010.09.002] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Krackow E, Lynn SJ. Event report training: An examination of the efficacy of a new intervention to improve children's eyewitness reports. APPLIED COGNITIVE PSYCHOLOGY 2009. [DOI: 10.1002/acp.1594] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Larsson AS, Lamb ME. Making the most of information-gathering interviews with children. INFANT AND CHILD DEVELOPMENT 2009. [DOI: 10.1002/icd.573] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Dion J, Cyr M. The use of the NICHD protocol to enhance the quantity of details obtained from children with low verbal abilities in investigative interviews: a pilot study. JOURNAL OF CHILD SEXUAL ABUSE 2008; 17:144-162. [PMID: 19042243 DOI: 10.1080/10538710801916564] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
This study explored the impact of the NICHD protocol to enhance the quantity and content of details reported by children with low verbal abilities. Thirty-four children aged from 6 to 14 were interviewed following their experience of sexual abuse. Half the interviews were conducted using the NICHD protocol. Results indicate that NICHD interviews contained more open-ended prompts and more details overall. Open-ended invitations yielded significantly more detailed responses than did closed-ended questions for both children with low and average verbal abilities. Although children with low verbal abilities provided fewer details than children with average verbal abilities, the NICHD protocol helped them provide detailed responses containing the core elements of the sexual abuse.
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Brown DA, Pipe ME, Lewis C, Lamb ME, Orbach Y. Supportive or suggestive: Do human figure drawings help 5- to 7-year-old children to report touch? J Consult Clin Psychol 2007; 75:33-42. [PMID: 17295561 DOI: 10.1037/0022-006x.75.1.33] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The authors examined the accuracy of information elicited from seventy-nine 5- to 7-year-old children about a staged event that included physical contact-touching. Four to six weeks later, children's recall for the event was assessed using an interview protocol analogous to those used in forensic investigations with children. Following the verbal interview, children were asked about touch when provided with human figure drawings (drawings only), following practice using the human figure drawings (drawings with instruction), or without drawings (verbal questions only). In this touch-inquiry phase of the interview, most children provided new information. Children in the drawings conditions reported more incorrect information than those in the verbal questions condition. Forensically relevant errors were infrequent and were rarely elaborated on. Although asking children to talk about innocuous touch may lead them to report unreliable information, especially when human figure drawings are used as aids, errors are reduced when open-ended prompts are used to elicit further information about reported touches.
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Affiliation(s)
- Deirdre A Brown
- Department of Psychology, Lancaster University, Lancaster, United Kingdom.
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Dion J, Cyr M, Richard N, McDuff P. [The influence of cognitive abilities, age and characteristics of their sexual abuse experience on the statement of the presumed victims]. CHILD ABUSE & NEGLECT 2006; 30:945-60. [PMID: 16930700 DOI: 10.1016/j.chiabu.2006.01.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2005] [Revised: 12/28/2005] [Accepted: 01/10/2006] [Indexed: 05/11/2023]
Abstract
OBJECTIVE The goal of the present study was to examine the effects of children's age, cognitive abilities and the characteristics of their sexual abuse experience on the quantity of details revealed about the sexual abuse in an investigative interview as a function of the type of questions asked. METHOD VERSION: Transcripts of 37 investigative interviews conducted with children between 6 and 12 years of age were analyzed according to the type of interviewer questions used and the quantity of details given by the child. The children's cognitive abilities were measured using the vocabulary, information and block design subtests of the WISC-III. RESULTS Results of multiple regression analyses indicate that children's age and verbal abilities as well as their relationship with the perpetrator explain 50% of the variance of the mean number of details obtained from the child following open-ended interviewer questions. CONCLUSION The results of this study suggest that the quantity of details obtained during an investigative interview is influenced not only by children's age but also by their verbal skills and the child-perpetrator relationship.
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Affiliation(s)
- Jacinthe Dion
- Département de Psychologie, Université de Montréal, CP 6128, Succursale Centre-Ville, Montréal, Québec H3C 3J7, Canada
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Abstract
BACKGROUND Research into the effect of interviewing techniques has been predominantly within the paradigm of eyewitness testimony. This review focuses on the issues of questioning and examines whether children's responses are affected by questioning techniques, and whether these effects are generic to all interviewing contexts. METHODS Systematic literature searches were used to identify areas of concern and current findings in research on interviewing young children (aged 4-12). RESULTS The style and wording of questioning can affect children's responses and accuracy positively and negatively. These effects were especially apparent in interviews with the youngest children. CONCLUSIONS The implications of these findings are relevant in all contexts where an adult questions a child. It has been demonstrated that interviewing techniques can affect responses from children and that it is therefore imperative that interviewers are aware of, understand and control their influence in order to elicit complete, accurate and reliable information from the child.
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Affiliation(s)
- S Krähenbühl
- Department of Psychology, University of Sheffield, Sheffield, UK.
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McGuigan F, Salmon K. The Time to Talk: The Influence of the Timing of Adult-Child Talk on Children's Event Memory. Child Dev 2004; 75:669-86. [PMID: 15144480 DOI: 10.1111/j.1467-8624.2004.00700.x] [Citation(s) in RCA: 104] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
To investigate the influence of the nature and timing of adult-child talk on event recall, this study engaged 63 three-year-olds and 65 five-year-olds in a staged event and interviewed them 2 weeks later. Children were assigned to 1 of 4 conditions: elaborative pre-, during-, and post-talk, and empty talk (during the event). Children in the elaborative, relative to the empty, talk conditions made fewer errors. Furthermore, post-talk had the greatest influence on correct recall, although for the 5-year-olds, during-talk was also facilitative. Recall was enhanced to a greater extent by the child's contribution to the talk, relative to that of the adult. The findings contribute to an understanding of the mechanisms by which adult-child conversations influence recall.
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Affiliation(s)
- Fiona McGuigan
- Department of Psychology, University of New South Wales, Sydney, Australia
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