A Mega-Analysis of the Effects of Feedback on the Quality of Simulated Child Sexual Abuse Interviews with Avatars

The present study aimed to test the effectiveness of giving feedback on simulated avatar interview training (Avatar Training) across different experiments and participant groups and to explore the effect of professional training and parenting experience by conducting a mega-analysis of previous studies. A total of 2,208 interviews containing 39,950 recommended and 36,622 non-recommended questions from 394 participants including European and Japanese students, psychologists, and police officers from nine studies were included in the mega-analysis. Experimental conditions were dummy-coded, and all dependent variables were coded in the same way as in the previously published studies. Professional experience and parenting experience were coded as dichotomous variables and used in moderation analyses. Linear mixed effects analyses demonstrated robust effects of feedback on increasing recommended questions and decreasing non-recommended questions, improving quality of details elicited from the avatar, and reaching a correct conclusion regarding the suspected abuse. Round-wise comparisons in the interviews involving feedback showed a continued increase of recommended questions and a continued decrease of non-recommended questions. Those with (vs. without) professional and parenting experience improved faster in the feedback group. These findings provide strong support for the efficacy of Avatar Training

Confirmation Bias in Simulated CSA Interviews: How Abuse Assumption Influences Interviewing and Decision‐Making Processes?

CC BY 4.0Purpose: Research has shown that confirmation bias plays a role in legal and forensic decision-making processes and, more specifically, child interviews. However, previous studies often examine confirmation bias in child interviews using non-abuse-related events. We enrich the literature by examining interviewers’ behaviours in simulated child sexual abuse (CSA) cases.Method: In the present study, we used data from a series of experiments in which participants interviewed child avatars to examine how an assumption of abuse based on preliminary information influenced decision-making and inter-viewing style. Interview training data (Ninterview = 2084) from eight studies with students, psychologists and police officers (N = 377) were included in the analyses. Method: In the present study, we used data from a series of experiments in which participants interviewed child avatars to examine how an assumption of abuse based on preliminary information influenced decision-making and inter-viewing style. Interview training data (Ninterview = 2084) from eight studies with students, psychologists and police officers (N = 377) were included in the analyses.Results: We found that interviewers’ preliminary assumption of sexual abuse having taken place predicted 1) a conclusion of abuse by the interviewers after the interview; 2) higher confidence in their judgement; 3) more frequent use of not recommended question types and 4) a decreased likelihood of reaching a correct conclusion given the same number of available relevant details. Conclusion: The importance of considering how preliminary assumptions of abuse affect interview behaviour and outcomes and the implications for the training of investigative interviewers were discussed

Online simulation training of child sexual abuse interviews with feedback improves interview quality in Japanese university students

Although previous research has confirmed the effectiveness of simulated child sexual abuse interviews with feedback, its validation is limited to Western contexts and faceto-face settings. The present study aims to extend this research to non-Western and online/remote training conditions. Thirty-two Japanese undergraduate students were randomly assigned to a control or feedback group. The feedback group conducted a set of six online simulated child sexual abuse interviews while receiving feedback after each interview in an attempt to improve the quality of their questioning style. The feedback consisted of the outcome of the alleged cases and the quality of the questions asked in the interviews. The control group conducted the interviews without feedback. The feedback (vs. control) increased the proportion of recommended questions (first interview: 45%; last interview: 65% vs. first: 43%; last: 42%, respectively) by using fewer not-recommended questions and eliciting fewer incorrect details. Furthermore, only participants in the feedback group (7 out of 17) demonstrated a reliable change in the proportion of recommended questions. The present study explores the efficacy of simulated interview training with avatars in a different cultural setting and in the context of remote administration. The differences between the present study and previous research are discussed in light of cultural and logistical aspects

Confirmation bias in simulated CSA interviews: How abuse assumption influences interviewing and decision‐making processes?

Purpose Research has shown that confirmation bias plays a role in legal and forensic decision-making processes and, more specifically, child interviews. However, previous studies often examine confirmation bias in child interviews using non-abuse-related events. We enrich the literature by examining interviewers’ behaviours in simulated child sexual abuse (CSA) cases. Method In the present study, we used data from a series of experiments in which participants interviewed child avatars to examine how an assumption of abuse based on preliminary information influenced decision-making and interviewing style. Interview training data (N interview = 2084) from eight studies with students, psychologists and police officers (N = 377) were included in the analyses. Results We found that interviewers’ preliminary assumption of sexual abuse having taken place predicted 1) a conclusion of abuse by the interviewers after the interview; 2) higher confidence in their judgement; 3) more frequent use of not recommended question types and 4) a decreased likelihood of reaching a correct conclusion given the same number of available relevant details. Conclusion The importance of considering how preliminary assumptions of abuse affect interview behaviour and outcomes and the implications for the training of investigative interviewers were discussed

Transfer of Avatar Training Effects to Investigative Field Interviews of Children Conducted by Police Officers

Previous research with students and some professional groups (psychologists) has demonstrated that repeated feedback in simulated investigative interviews with computerized child avatars improves the quality of interviews conducted with real children who have witnessed a mock event. However, it is not known whether this type of training would improve the quality of investigative interviews with actual child victims and witnesses of physical and sexual abuse. Twenty-two police investigators participated in the study. Half of them received feedback during four simulated interviews whereas the other half received no feedback during four such interviews followed by another four interviews after which they also received feedback. Transcripts of interviews both before and after the training were coded for interview quality. Receiving feedback after the simulated interviews increased the proportion of recommended questions both within the simulations and, importantly, also during interviewing with actual child victims and witnesses. This study demonstrated for the first time transfer of learning from simulated interviews to actual investigative interviews

Transfer of Simulated Interview Training Effects into Interviews with Children Exposed to a Mock Event

Research on students suggests that repeated feedback in simulated investigative interviews with avatars (computerized children) improves the quality of the interviews conducted in this simulated environment. It remains unclear whether also professional groups (psychologists) benefit from the training and if the effects obtained in the simulated interviews transfer into interviews with real children who have witnessed a mock event. We trained 40 psychologists (Study I) and 69 psychology students (Study II). In both studies, half of the participants received no feedback (control group) while the other half received feedback (experimental group) on their performance during repeated interviews with avatars. Each participant then interviewed two 4-6-year-old children who had each witnessed a different mock event without any feedback being provided. In both studies, interview quality improved in the feedback (vs. control) group during the training session with avatars. The analyses of transfer effects showed that, compared to controls, interview quality was better in the experimental group. More recommended questions were used in both studies, and more correct details were elicited from the children in Study I, during the interviews each participant conducted with two children (N = 76 in Study I; N = 116 in Study II) one week after the training. Although the two studies did not show statistically significant training effects for all investigated variables, we conclude that interview quality can be improved using avatar training and that there is transfer into actual interviews with children at least in the use of recommended questions

Associations between emotions and psychophysiological states and confirmation bias in question formulation in ongoing simulated investigative interviews of child sexual abuse

Introduction: In forensic settings interviewers are advised to ask as many open-ended questions as possible. However, even experts may have difficulty following this advice potentially negatively impacting an investigation. Here, we sought to investigate how emotions and psychophysiological parameters are associated with question formulation in real time in an ongoing (simulated) child sexual abuse (CSA) interview. Method: In a experimental study, psychology students (N = 60, Mage = 22.75) conducted two interviews with child avatars, while their emotions (anger, sadness, disgust, surprise and relief), GSR and heart rate (HR) were registered. Results: First, we found that general emotionality related to CSA and perceived realness of the avatars was associated with stronger overall emotional reactions. Second, we found that closed (vs. open) questions were preceded by more facially observable anger, but not disgust, sadness, surprise or relief. Third, closed (vs. open) questions were preceded by higher GSR resistance and lower heart rate. Discussion: Results suggest for the first time that emotions and psychophysiological states can drive confirmation bias in question formulation in real time in CSA

Training in Investigative Interviews of Children : Serious Gaming Paired with Feedback Improves Interview Quality

Interview quality (i.e., adherence to best practice) in alleged child sexual abuse (CSA) cases remains low. Training programs have been developed in order to tackle this problem. However, these programs are usually not successful in creating stable effects over time, or when positive results have been achieved, programs are often logistically complicated and expensive in addition to requiring a lot of time from those participating. The general aim of the present thesis was to create and test an interview simulation tool (EIT®). This tool was used to train interviewers to use more recommended questions through multiple practice occasions in combination with the administration of detailed, immediate and continuous feedback, but without excessive time and cost burden. We thus applied a serious gaming approach in which trainees interviewed computer-generated avatars equipped with response algorithms and predefined memories to explore the feasibility of this approach to train interviewers in alleged CSA cases. In all the studies presented in the present thesis, we operationalized interview quality as recommended and not recommended questions asked, relevant, neutral and wrong details elicited from the avatars or children and correct conclusions reached concerning what had happened to the avatars or children. In Study I, we showed how interviews with avatars combined with feedback improved the quality of simulated investigative interviews in a group of students compared to a group of students that conducted the interviews without feedback. We also showed that knowledge regarding evidence-based principles relating to CSA investigations did not influence the quality of interviews. Here, we used a combination of outcome (i.e. information regarding the conclusion of the story) and process (i.e. information regarding the question types used) feedback simultaneously. In Study II, we separated between the two types of feedback and showed that the combination of feedback enhanced training effects to a higher degree compared to the process and outcome feedback provided alone. For example, a combination of feedback elicited medium/strong effects (dppc2 = 0.76) in improving the percentage of recommended questions in only four interviews. In Study III, we used a new set of algorithms to relate interviewer questions to avatar responses. In the previous studies, the algorithms were mechanical (i.e., after a certain number of recommended questions an operator provided a detail). Starting from Study III, we used probabilistic algorithms that related interviewer questions to avatar responses probabilistically (in both cases the probabilities themselves were derived from research on child memory and suggestibility). In Study III, we also tested if a simple reflection task enhances training effects. The reflection task did not enhance training effects compared to the group that received a combination of the two previously used feedback types. This study replicated previous results regarding the effect of avatar interviews combined with feedback on interview quality. For example, 90% of participants in the two groups that received feedback improved their use of recommended questions, and 38% reached a reliable change in their use of recommended questions in only two hours. In Study IV, we showed that the improvements in interview quality achieved in student samples in Studies I-III were also achieved in a group of psychologists. The second and most important result of Study IV was that the improvements achieved during the training also transferred into interviews with actual children who had witnessed a mock event. During these interviews, that occurred one week after the training, the feedback group asked 40% of recommended questions compared to the control group who reached 26%. The results of training were analyzed using a mega-analytic approach in the present thesis combining the results of the individual studies. The results showed how simulated interviews with avatars and the provision of a combination of outcome and process feedback improved in a robust manner the quality of simulated investigative interviews compared to a control group. Overall, the results provide support for the use of a serious gaming approach to training interviewers. Previous research clearly shows how important it is to interview the child in the most neutral way possible when there is suspicion of abuse. Because of this, providing interviewers with a new, interactive and efficient tool together with providing police departments or training institutions with a realistically applicable, time-and-cost efficient training protocol can change the way we plan and organize training in this context

II can. 1095 nella sistematica generale del CJC e nella evoluzione interpretativa

Presentando il problema del can. 1095 del CJC nella sistematica generale dello stesso CJC e nella evoluzione interpretativa l'autore si ferma sulle seguenti questioni: l’incapacità psichica e sacramento del matrimonio; distinzione dei tre capi del can. 1095; diritti - doveri - obblighi essenziali del matrimonio; relatività nella normativa del canone; difetto di discrezione di giudizio: can. 1095, 2; l ’oggetto del consenso quale termine di capacita esecutiva: cioè quale limite della capacita ad assumere gli obblighi essenziali del matrimonio: can. 1095, 3; punto di partenza. II can. 1095 è un punto di partenza in quanto necessità di ulteriore approfondimento: da una parte, il diritto naturale al matrimonio: lo jus connubii; dall’altra, una sempre più approfondita conoscenza dell’uomo: il problema di una coretta, completa e sana antropologia

Training in Investigative Interviews of Children : Serious Gaming Paired with Feedback Improves Interview Quality

Interview quality (i.e., adherence to best practice) in alleged child sexual abuse (CSA) cases remains low. Training programs have been developed in order to tackle this problem. However, these programs are usually not successful in creating stable effects over time, or when positive results have been achieved, programs are often logistically complicated and expensive in addition to requiring a lot of time from those participating. The general aim of the present thesis was to create and test an interview simulation tool (EIT®). This tool was used to train interviewers to use more recommended questions through multiple practice occasions in combination with the administration of detailed, immediate and continuous feedback, but without excessive time and cost burden. We thus applied a serious gaming approach in which trainees interviewed computer-generated avatars equipped with response algorithms and predefined memories to explore the feasibility of this approach to train interviewers in alleged CSA cases. In all the studies presented in the present thesis, we operationalized interview quality as recommended and not recommended questions asked, relevant, neutral and wrong details elicited from the avatars or children and correct conclusions reached concerning what had happened to the avatars or children. In Study I, we showed how interviews with avatars combined with feedback improved the quality of simulated investigative interviews in a group of students compared to a group of students that conducted the interviews without feedback. We also showed that knowledge regarding evidence-based principles relating to CSA investigations did not influence the quality of interviews. Here, we used a combination of outcome (i.e. information regarding the conclusion of the story) and process (i.e. information regarding the question types used) feedback simultaneously. In Study II, we separated between the two types of feedback and showed that the combination of feedback enhanced training effects to a higher degree compared to the process and outcome feedback provided alone. For example, a combination of feedback elicited medium/strong effects (dppc2 = 0.76) in improving the percentage of recommended questions in only four interviews. In Study III, we used a new set of algorithms to relate interviewer questions to avatar responses. In the previous studies, the algorithms were mechanical (i.e., after a certain number of recommended questions an operator provided a detail). Starting from Study III, we used probabilistic algorithms that related interviewer questions to avatar responses probabilistically (in both cases the probabilities themselves were derived from research on child memory and suggestibility). In Study III, we also tested if a simple reflection task enhances training effects. The reflection task did not enhance training effects compared to the group that received a combination of the two previously used feedback types. This study replicated previous results regarding the effect of avatar interviews combined with feedback on interview quality. For example, 90% of participants in the two groups that received feedback improved their use of recommended questions, and 38% reached a reliable change in their use of recommended questions in only two hours. In Study IV, we showed that the improvements in interview quality achieved in student samples in Studies I-III were also achieved in a group of psychologists. The second and most important result of Study IV was that the improvements achieved during the training also transferred into interviews with actual children who had witnessed a mock event. During these interviews, that occurred one week after the training, the feedback group asked 40% of recommended questions compared to the control group who reached 26%. The results of training were analyzed using a mega-analytic approach in the present thesis combining the results of the individual studies. The results showed how simulated interviews with avatars and the provision of a combination of outcome and process feedback improved in a robust manner the quality of simulated investigative interviews compared to a control group. Overall, the results provide support for the use of a serious gaming approach to training interviewers. Previous research clearly shows how important it is to interview the child in the most neutral way possible when there is suspicion of abuse. Because of this, providing interviewers with a new, interactive and efficient tool together with providing police departments or training institutions with a realistically applicable, time-and-cost efficient training protocol can change the way we plan and organize training in this context