An examination of "don't know" responses in forensic interviews with children

Most experimental studies examining the use of pre-interview instructions (ground rules) show that children say “I don't know” more often when they have been encouraged to do so when appropriate. However, children's “don't know” responses have not been studied in more applied contexts, such as in investigative interviews. In the present study, 76 transcripts of investigative interviews with allegedly abused children revealed patterns of “don't know” responding, as well as interviewers’ reactions to these responses. Instructions to say “I don't know” when appropriate did not affect the frequency with which children gave these responses. Interviewers rejected “don't know” responses nearly 30% of the time, and typically continued to ask about the same topic using more risky questions. Children often answered these follow-up questions even though they had previously indicated that they lacked the requested information. There was no evidence that “don't know” responses indicated reluctance to talk about abuse. Implications for forensic interviewers are discussed

Immediate interviewing increases children's suggestibility in the short term, but not in the long term

© 2018 The British Psychological Society Purpose: Children sometimes receive misinformation after being formally interviewed about their experiences in cases of suspected abuse. Following decades of research, many guidelines have been produced for interviewers so they can obtain reliable statements in children, like, for example, the NICHD protocol. One might expect that completing an early interview following research-based guidelines might guard against the incorporation of misinformation encountered later. The goal of the current experiments was to examine whether following research-based guidelines such as the NICHD protocol might protect child witnesses against follow-up ‘misinformation’ or make them more vulnerable to misinformation. This increased vulnerability to misinformation has been referred to as retrieval-enhanced suggestibility. Methods: In two experiments, children viewed a video and half of them were interviewed using the NICHD protocol, while the other half were not interviewed. The children received misinformation and a final memory test either immediately after being interviewed (Experiment 1) or 1 week later (Experiment 2). Results: Retrieval-enhanced suggestibility was observed when misinformation was presented immediately but not when it was provided after 1 week. Conclusions: The current experiments indicate that a well-established interview protocol can, under some circumstances, amplify levels of suggestibility in children.status: publishe

Support and reluctance in the pre-substantive phase of alleged child abuse victim investigative interviews: revised versus standard NICHD protocols.

Children's unwillingness to report abuse places them at risk for re-victimization, and interviewers who do not respond sensitively to that unwillingness may increase the likelihood that victims will not disclose abuse. Interviewer support and children's reluctance were examined on a turn-by-turn basis using sequential analyses in 199 forensic interviews of 3- to 13-year-olds who alleged maltreatment. Half of the children were interviewed using the Revised Protocol that emphasized rapport-building (RP), the others using the Standard National Institute of Child Health and Human Development Protocol (SP). When using the RP, interviewers provided proportionally more support than when using the SP, but even when using the RP they did not specifically provide support when children expressed reluctance. The RP promoted immediate cooperation when reluctant utterances were met with support, however, suggesting that supportive statements were valuable. The findings enhance our understanding of children's willingness to participate in investigative interviews and the means through which interviewers can foster the comfort and well-being of young witnesses.This research was supported by the Nuffield and Jacobs Foundations.This is the accepted manuscript. It will be embargoed until 12 months after publication. The final version is available from Wiley at http://onlinelibrary.wiley.com/doi/10.1002/bsl.2149/abstract

Developmental trends in different types of spontaneous false memories: Implications for the legal field

An emerging area of memory research is showing that a certain type of false memory called spontaneous false memories follows a developmental trajectory that is the opposite of what is commonly assumed in false memory research. That is, spontaneous false memories are more likely to occur in adults than in children. The present study focused on developmental trends of different types of spontaneous false memories. Specifically, in the current study, 6-8-year-olds, 10-12-year-olds, and adults were presented with two methods to induce spontaneous false memories. That is, participants were presented with semantically-related words lists that are commonly used to evoke spontaneous false memories (i.e, Deese/Roediger-McDermott (DRM) paradigm). Furthermore, they were presented with a video in which related details were not shown but were presented during a recognition task. Our results showed that children were more likely to form false memories than adults in the video false memory paradigm whereas DRM false memories were more evident in adults than in children. Furthermore, we found that on a general level, DRM false memories were positively related to video spontaneous false memories. We explain that stimuli that contain obvious themes attenuate or even reverse developmental trends in spontaneous false memories

Children's Uncertain Responses when Testifying about Alleged Sexual Abuse in Scottish Courts

This study examined the uncertain responses of 56 alleged sexual abuse victims, aged 5-17 years, testifying in Scottish criminal court trials. Don't know/remember ground rules were explained to 38% of the children and each child reported uncertainty in response to 15% of the questions on average. Uncertain responding was associated with expressions of resistance and confusion, questioning context (proportionally more regarding substantive than non-substantive issues), question content (least to disclosure-focused questions), utterance type (more to directives, particularly those posed by defense lawyers; more to recall-based than recognition prompts), and age (children in mid-adolescence were less likely to respond uncertainly than those who were either older or younger). There were no associations between expressions of uncertainty and ground rule administration, or with whether or not the question focused on central rather than peripheral details about the alleged crimes. Findings highlight concerns surrounding preparatory procedures to help witnesses, especially adolescents, indicate uncertainty when testifying

The principle of situated practice in literacy learning: students’ perspectives

O artigo resulta de uma investigação realizada no âmbito de uma iniciativa governamental destinada a melhorar os níveis de literacia nas séries iniciais do ensino fundamental em Portugal. A investigadora estudou as representações dos alunos sobre essa experiência por meio da realização de entrevistas em grupo. Este artigo analisa os dados referentes às representações dos alunos sobre uma das dimensões pedagógicas centrais da aprendizagem da literacia, nomeadamente a constituída pela prática situada. A análise qualitativa revela representações muito positivas sobre a prática que situou a aprendizagem, tendo os alunos expressado opiniões e sentimentos extremamente favoráveis sobre a prática de aprendizagem de literacia que experimentaram. A análise dos dados desvelou ainda que o contexto que situou a aprendizagem foi ativo, lúdico, colaborativo e mediado pelas TIC. Esses resultados fundamentam, do ponto de vista único dos próprios aprendentes, uma redefinição do entendimento atual do princípio da prática situada da literacia nas séries iniciais do ensino fundamental, no sentido do reconhecimento da centralidade da ludicidade nessa aprendizagem.This article derives from research developed in the context of the implementation of a governmental initiative aimed to enhance literacy learning in primary education in Portugal. The researcher studied students’ representations about their learning experience through group interviews. This article focuses on data concerning students’ representations about one of the central pedagogical dimensions of literacy learning, namely situated practice. Qualitative analysis revealed students’ very positive representations about the practice which situated their learning, as they expressed extremely favourable opinions and feelings. Data analysis further unveiled that the context of learning was active, playful, collaborative, and mediated by ICT. Such results provide foundations for a theoretical redefinition of current conceptions of situated practice by evidencing the centrality of playfulness as learning practice in the education of the first grades of primary education. This is an original contribution made from the perspectives of learners themselves(undefined)info:eu-repo/semantics/publishedVersio