Can paraphrasing increase the amount and accuracy of reports from child eyewitnesses?

Young children’s descriptions of sexual abuse are often sparse thus creating the need for techniques that elicit lengthier accounts. ‘Paraphrasing’, or repeating information children have just disclosed, is a technique sometimes used by forensic interviewers to clarify or elicit information. (e.g., if a child stated “He touched me”, an interviewer could respond “He touched you?”). However, the effects of paraphrasing have yet to be scientifically assessed. The impact of different paraphrasing styles on young children’s reports was investigated. Overall, paraphrasing per se did not improve the length, richness, or accuracy of reports when compared to open-ended prompts such as “tell me more,” but some styles of paraphrasing were more beneficial than others. The results provide clear recommendations for investigative interviewers about how to use paraphrasing appropriately, and which practices can compromise the quality of children’s reports

Binding an event to its source at encoding improves children\u27s source monitoring

Children learn information from a variety of sources and often remember the content but forget the source. While the majority of research has focused on retrieval mechanisms for such difficulties, the present investigation examines whether the way in which sources are encoded influences future source monitoring. In Study 1, 86 children aged 3 to 8 years participated in two photography sessions on different days. Children were randomly assigned to either the Difference condition (they were asked to pay attention to differences between the two events), the Memory control condition (asked to pay attention with no reference to differences), or the No-Instruction control (no special instructions were given). One week later, during a structured interview about the photography session, the 3-4 year-olds in the No-Instruction condition were less accurate and responded more often with \u27don\u27t know\u27 than the 7-8 year-olds. However, the older children in the Difference condition made more source confusions than the younger children suggesting improved memory for content but not source. In Study 2, the Difference condition was replaced by a Difference-Tag condition where details were pointed out along with their source (i.e., tagging source to content). Ninety-four children aged 3 to 8 years participated. Children in the Difference-Tag condition made fewer source-monitoring errors than children in the Control condition. The results of these two studies together suggest that binding processes at encoding can lead to better source discrimination of experienced events at retrieval and may underlie the rapid development of source monitoring in this age range

International perspectives on the theory - practice divide in secondary initial teacher education

This paper is centred on one of the main issues that underpins the move towards more school based initial teacher training in England - who is developing the theoretical aspects of a teacher’s professional knowledge? Traditionally this has been one of the functions of the University. For the purposes of this paper we have focussed on the trainees' perspectives of what theoretical aspects of their training have been developed in schools , which teaching staff were involved and how well was this done

Why do young children forget where they learned information? The relation between source monitoring, theory-of-mind understanding and suggestibility

In Study one, Fifty young children (3- to 5- year-olds) watched a video and were then interviewed about the video by a Knowledgeable interviewer, who had watched the video with the children, and a Naive interviewer, who had not seen the video. Children were asked yes/no recognition questions, half of which contained misleading suggestions. After five to seven days, children were asked the same yes/no recognition questions by a third Naïve interviewer. Children then completed a source-monitoring task Followed by three theory-of-mind tests. Study two followed the same methodologies as Study one but with an increased sample size (72 children), more differentiated interviewers, an increased number of target items in the video, and forced-choice questions were used instead of yes/no questions. We predicted that (a) children who passed the theory-of-mind tasks would have more accurate source-monitoring scores than children who failed the theory-of-mind tasks, and (b) children who passed the theory-of-mind tasks would be more resistant to the suggestions of the Naive interviewer than the Knowledgeable interviewer. Although children\u27s source monitoring scores were quite low, children more often correctly identified the video as the source of their memories than either of the interviewers. It was found that children who failed the theory-of-mind task reported suggestions from both interviewers equally often, while children who passed were unexpectedly more resistant to suggestions from the Knowledgeable interviewer than the Nav̐e interviewer. However, in Study 1, as children\u27s source-monitoring skills increased, they were more likely to resist suggestions from the Naive interviewer than the Knowledgeable interviewer

The use of paraphrasing in investigative interviews

Objective Young children’s descriptions of maltreatment are often sparse thus creating the need for techniques that elicit lengthier accounts. One technique that can be used by interviewers in an attempt to increase children’s reports is ‘paraphrasing’, or repeating information children have disclosed. Although we currently have a general understanding of how paraphrasing may influence children’s reports, we do not have a clear description of how paraphrasing is actually used in the field. Method The present study assessed the use of paraphrasing in 125 interviews of children aged 4 to 16 years conducted by police officers and social workers. All interviewer prompts were coded into four different categories of paraphrasing. All children’s reports were coded for the number of details in response to each paraphrasing statement. Results ‘Expansion paraphrasing’ (e.g., “you said he hit you. Tell me more about when he hit you”) was used significantly more often and elicited significantly more details, while ‘yes/no paraphrasing’ (e.g., “he hit you?”) resulted in shorter descriptions from children, compared to other paraphrasing styles. Further, interviewers more often distorted children’s words when using yes/no paraphrasing, and children rarely corrected interviewers when they paraphrased inaccurately. Conclusions and Practical Implications Investigative interviewers in this sample frequently used paraphrasing with children of all ages and, though children’s responses differed following the various styles of paraphrasing, the effects did not differ by the age of the child witness. The results suggest that paraphrasing affects the quality of statements by child witnesses. Implications for investigative interviewers will be discussed and recommendations offered for easy ways to use paraphrasing to increase the descriptiveness of children’s reports of their experiences

Age-related biomarkers can be modulated by diet in the rat

This study seeks to establish the normal serum concentrations of biochemical markers related to nutrition, inflammation and disease, and to investigate how the levels change with age and diet in the rat. To this end, we fed rats from weaning on three diets differing in their protein, carbohydrate and fatty acid content. The diets consisted of a control, nutritionally balanced diet, this same diet supplemented with 10% (wt/wt) beef tallow, and a diet that was high in fat and carbohydrate and low in protein. Blood samples from rats at two different ages, 3 months and 12 months, were then analysed. In control rats, with advancing age there was a general decrease in potassium, iron and serum albumin concentrations and in the activities of aspartate aminotransferase and alanine aminotransferase, and an increase in total and HDL cholesterol. These changes were modulated by diet: many of the age-related changes (serum concentrations of potassium, iron and cholesterol, and liver enzyme activities) were not observed in animals eating the high fat diet. In contrast, the high carbohydrate, high fat, low protein diet-fed animals showed several additional changes (serum concentrations of sodium, urea, creatinine and TG, and activity of alkaline phosphatase) that can be related to kidney, liver and cardiovascular health

The Cardiff Handbook for Information Literacy Teaching – a case study in sharing staff training materials

This article describes and discusses the principles behind the preparation by staff of the Information Services Directorate of Cardiff University of the Handbook for Information Literacy Teaching (HILT). The Handbook aims to equip staff with techniques to promote information literacy, to prepare learning outcomes and to deliver and evaluate appropriate learning experiences within teaching schools in the university. The 2006 edition of the Handbook, which runs to 130 A4 pages and is available to subject librarians in both paper and web format, has been revised in the light of both internal and external evaluations. A number of higher and further education establishments and the library of a government department have taken part in an external evaluation and the results of this are presented. The findings on the transferability of the Handbook to organisations outside Cardiff University are discussed and presented

Clinical measures of paediatric foot posture: a critical review

Background: \ud The paediatric flat foot is a common concern and has long been regarded as a problem, and feared to be potentially disabling. Definition of what exactly constitutes a flat foot remains surprisingly debatable, given its common presentation. Estimates of flat foot prevalence in children have been influenced by the varied the methods of assessment used to assess the foot posture, and the subsequent criteria employed to delineate feet as flat versus not flat. The aim of this literature review was therefore to evaluate the techniques of foot posture assessment in children and the reported reliability and validity of these measures.\ud \ud Method: \ud A systematic search of electronic databases including Medline (1966-present), CINAHL, SportDiscus, Embase, Scopus and Pedro occurred between 02/01/10 and 14/08/10. Eligible articles were selected according to pre-determined criteria. Methodological quality was evaluated by use of the Quality Index as described by Downs & Black, followed by critical analysis according to outcome variables.\ud \ud Results: \ud The most widely reported measures of paediatric foot posture were footprints and measures of the heel angle and arch height. The current evidence suggests that the reliability of all measures of paediatric foot posture is highly variable and mostly poor to moderate. The only measures on which validity has been explored are navicular height and footprints.\ud \ud Conclusion: \ud Whilst no definitive conclusions can currently be drawn from the existing evidence, the trend from the current literature indicates that static paediatric foot posture may be best-assessed using RCSP, NH or FPI-6. However the relationship between static measures and pain, static measures and gait function remain largely unsubstantiated in children. The direction of future research is to establish a universal method of assessment of paediatric foot posture, and the subsequent relevance of foot posture to pain and function across age groups. Continuation of research in this field will enable targeting of design parameters towards variables that are supported by evidence, and which may directly advance clinical decision-making