Improving young children’s free narratives about an observed event:                 The effects of nonspecific verbal prompts

Elischberger, Holger B.; Roebers, Claudia M.

doi:10.1080/01650250042000203

Cited by 41 publications

(34 citation statements)

References 18 publications

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“…However, all children benefited from the verbal prompts in association with the cue cards. Two recent studies have demonstrated increased recall from children verbally prompted to recall everything they heard, and everything they saw and the present findings confirm the value of these general open-ended prompts (Elischberger and Roebers, 2001;Poole and Lindsay, 1995).…”

Section: Discussionsupporting

confidence: 88%

Variations on a technique: enhancing children's recall using narrative elaboration training

Brown

Pipe

2003

Applied Cognitive Psychology

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The current study examined first, whether the positive effects demonstrated by the Narrative Elaboration Technique (NET) could be further enhanced when coupled with mental reinstatement of context (MR), prior to interview, and second, compared the efficacy of the NET at a two-week delay and a nine-month delay. In Study 1, 47 children took part as a class in a staged event about safety. Two weeks later they received a single training session, and the following day were interviewed with either the NET (n ¼ 16), NET þ MR (n ¼ 17), or in a control condition (n ¼ 14). Children trained with the NET reported approximately twice as much correct information, and were more accurate, than a control group who did not receive NET training, although the combination of the NET þ MR did not result in a further significant enhancement of recall. In Study 2, 22 children took part in the safety event, and nine months later received a single training session, and were interviewed the following day with either the NET (n ¼ 11), or in a control condition (n ¼ 11). Children who received the NET training reported more correct information than those who did not. The practical applications of the NET and its variations are discussed.

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Section: Discussionsupporting

confidence: 88%

Variations on a technique: enhancing children's recall using narrative elaboration training

Brown

Pipe

2003

Applied Cognitive Psychology

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“…Elischiberger and Roebers (2001) found modest correlations between verbal IQ and quantitative measures of eyewitness recall in 7-year olds, although correlations for 5-year olds did not reach significance. Geddie, Fradin, and Beer (2000) found positive relationships between IQ and both recall and suggestibility in preschoolers, although other variables such as race, age and metamemory scores were more powerful independent predictors.…”

Section: Intelligencementioning

confidence: 67%

Individual and developmental differences in eyewitness recall and suggestibility in children with intellectual disabilities

Henry

Gudjónsson

2006

Applied Cognitive Psychology

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This study examined two key issues: (1) whether there were developmental improvements in eyewitness memory performance for children with intellectual disabilities (ID); and (2) whether standardised measures of cognitive ability and suggestibility would relate to eyewitness recall and suggestibility. Children with ID and age-matched controls (ages 8/9 and 12 years) watched a video of a crime and were asked a range of open-ended and specific questions about the event in a subsequent interview. Free recall increased between the two age levels for children with and without ID, but at a faster rate for those without ID. For other question types, differences in performance between children with and without ID were far more marked than age differences. Standardised measures of interrogative suggestibility (Gudjonsson Suggestibility Scale, GSS), verbal IQ, non-verbal IQ, mental age and speed of information processing were related to eyewitness performance. In particular, higher eyewitness recall scores (free recall, non-leading specific questions) were related to higher scores on the standardised GSS free recall measure; and higher eyewitness suggestibility scores were related to higher scores on the standardised GSS suggestibility measures. Mental age was a better predictor of performance on a range of eyewitness memory question types than verbal or nonverbal IQ; and speed of information processing showed some relationships with eyewitness performance.

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“…Interestingly, several researchers have shown that the gains associated with the NET can be obtained simply by providing verbal prompts for the same categories of information cued using the NET cue cards, without training in how to talk about the past (Bowen & Howie, 2002;Brown & Pipe, 2003a, 2003bElischberger & Roebers, 2001). In other words, simply asking children to report what they saw and heard (Poole & Lindsay, 1995) or to talk about different categories of information (Quas et al, 2000) can produce increases in the amounts of information reported.…”

Section: Probing Memorymentioning

confidence: 99%

Making the most of information‐gathering interviews with children

Larsson

Lamb

2008

Infant and Child Development

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Because child abuse victims are often the only available sources of information about their experiences, extensive efforts have been made to understand how to maximize their informativeness. There is now broad international consensus regarding optimal interview practices, and broad awareness that children's informativeness increases when interviewers conduct developmentally appropriate interviews with children. In this paper, we (1) summarize current understanding of how children remember, retrieve, and communicate information and (2) discuss ways in which children's memory and reporting can be fostered using techniques designed to help children recount past experiences such as the Cognitive Interview, the Narrative Elaboration Technique, and the National Institute of Child Health and Human Development-Protocol. Communicative success clearly depends on how well children understand their role and how effectively interviewers take advantage of children's competencies and abilities to help them maximize their informativeness. Unfortunately, agreement regarding ways in which interviews should be conducted has not been paralleled by changes in the way interviews are actually conducted in the field and more attention thus needs to be paid to training and implementation. Copyright r 2008 John Wiley & Sons, Ltd.Key words: interviews with children; child abuse victims; interviewing techniques Reliable information about experienced events can be obtained from children as young as 4 years of age provided interviewers converse with and question them carefully and appropriately, adapting their techniques to accommodate children's needs and capacities. This can be especially important when interviewing alleged child abuse victims because they are often the only sources of information about the crimes in question. This places the children in

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Improving young children’s free narratives about an observed event: The effects of nonspecific verbal prompts

Cited by 41 publications

References 18 publications

Variations on a technique: enhancing children's recall using narrative elaboration training

Variations on a technique: enhancing children's recall using narrative elaboration training

Individual and developmental differences in eyewitness recall and suggestibility in children with intellectual disabilities

Making the most of information‐gathering interviews with children

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