The effect of question repetition within interviews on young children’s eyewitness recall

Krähenbühl, Sarah; Blades, Mark

doi:10.1016/j.jecp.2005.12.002

Cited by 35 publications

(57 citation statements)

References 28 publications

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“…In such studies, however, many of the questions are closed (Krähenbühl and Blades 2006;Poole and White 1991) and involve word-for-word repetitions which may more explicitly communicate that that previous answers were incorrect. Moreover, changed responses are invariably contradictory when Yes/No questions are re-asked; they provide no scope for elaboration or explanation.…”

Section: Discussionmentioning

confidence: 99%

“…When yes/no questions were repeated, however, children provided inconsistent responses 25% of the time, and when children were asked repeated questions that were actually unanswerable the majority expressed uncertainty, while some offered plausible educated guesses. Krähenbühl and Blades (2006) similarly reported that the overall accuracy of responses did not change when answerable questions were repeated 1-week later, but a small decrease in accuracy (8%) was observed when the repeated questions were unanswerable. Children also changed their answers to such questions as much as 20% of the time.…”

mentioning

confidence: 86%

“…Surprisingly, however, although children's responses to repeated questions have been studied in controlled experiments (e.g., Howie et al 2004;Krähenbühl and Blades 2006;White 1991, 1993), very little is known about children's behaviour when interviewers directly refocus them on previous responses in real forensic interviews. This is an important issue because most forensic interviews with children are believed to include some repeated questions (Warren et al 2000, cited in Lyon 2002.…”

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confidence: 99%

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What Happens When Interviewers Ask Repeated Questions in Forensic Interviews with Children Alleging Abuse?

Rooy

Lamb

2010

J Police Crim Psych

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This study was designed to explore 1) the ways in which interviewers refocus alleged victims of abuse on their previous responses and 2) how children responded when they were refocused on their previous responses. Transcripts of 37 forensic interviews conducted by British police officers trained using the best practices spelled out in the Memorandum of Good Practice were examined. The instances in which interviewers asked repeated questions were isolated and coded into categories with respect to the reasons why interviewers needed to ask the repeated question (i.e., there was no apparent reason, to challenge a child's response, clarification, no answer the first time the question was asked, digression, or compound question). The children's responses to the repeated questions were further categorised into mutually exclusive categories (i.e., elaboration, repetition, contradiction, or no answer). On average interviewers asked children 8 repeated questions per interview. Most of the time interviewers asked repeated questions to challenge a previous response (62%), but they were also sometimes asked for no apparent reason (20%). Children repeated previous responses or elaborated on a previous response 81% of the time and contradicted themselves 7% of the time when re-asked the same question. We conclude that children did not appear unduly pressured to change their answers, and, more importantly, did not contradict themselves when interviewers attempted to refocus them on particular responses.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 86%

mentioning

confidence: 99%

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What Happens When Interviewers Ask Repeated Questions in Forensic Interviews with Children Alleging Abuse?

Rooy

Lamb

2010

J Police Crim Psych

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“…En general, se ha encontrado que la presentación de preguntas no sugestivas, una sola vez, incrementa los errores de los más pequeños (4-6 años) tanto con preguntas de sí/no (Poole & White, 1991) como con preguntas cerradas (Memon & Vartoukian, 1996;Krähenbühl & Blades, 2006). El efecto de la repetición parece más pronunciado en el caso de la sugestión.…”

Section: Sugestiónunclassified

“…Por ejemplo, Bruck, Hembrook, et al (1997) encontraron que la repetición de entrevistas con una alta carga sugestiva provocaba que los preescolares aceptaran sucesos verdaderos y falsos, tanto agradables como desagradables, y las narraciones que daban sobre los sucesos falsos fueron más ricas y elaboradas que las de los sucesos verdaderos. Además, se sabe que en las entrevistas forenses reales, realizadas por la policía (Krähenbühl, Blades, & Wescott, 2005, citado en Krähenbühl & Blades, 2006) o por psicólogos (por ejemplo, las entrevistas del caso McMartin, véanse los trabajos de Garven, Wood, & Malpass, 2000;Schreiber et al, 2006), la repetición de preguntas es muy superior.…”

Section: Sugestiónunclassified

Yo me porto bien (y mi profesora también): memoria y sugestión en preescolares

2016

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Resumen: Este estudio examinó cómo la valencia (acciones positivas o negativas) y el agente de la acción (profesora o niño) afectaban a la memoria y a la aceptación de la sugestión de los preescolares. En una primera sesión, preescolares de entre 3 y 6 años interactuaban con una profesora en diversas actividades. Una semana después, una entrevistadora formulaba preguntas de sí/no acerca de acciones verdaderas y sugeridas respecto de la interacción de la semana anterior. Los resultados revelaron el efecto del factor edad en el rendimiento de memoria y en la sugestión, que fueron evaluados a través de las respuestas dadas a la tarea de reconocimiento de sí/no. Se encontró un mayor reconocimiento correcto de las acciones de la profesora que de las acciones de los niños y, al mismo tiempo, se aceptaron menos las sugestiones sobre las acciones de la profesora en comparación con las propias del niño. Los preescolares fueron más resistentes a las sugestiones sobre acciones negativas que sobre acciones positivas. Más allá del efecto típico de la edad en el reconocimiento correcto y la aceptación de la sugestión de los preescolares, el contenido de las preguntas influyó de forma diferente en estas dos medidas: el reconocimiento correcto se vio afectado exclusivamente por el agente de la acción; mientras que la sugestión se vio afectada por la valencia y el agente de la acción.Abstract: This study examined how valence (positive and negative actions) and the action's agent (teacher or child) influenced memory and the acceptance of suggestion in preschoolers. In a first session, preschoolers aged between 3 and 6 years old interacted with a teacher and performed different tasks. A week later, an interviewer asked yes or no questions to the children with regard to the activities carried out in the previous session. Results revealed the effect of age on memory performance and suggestion, which were evaluated by yes/no answers given to the task of recognition. In addition, there was a higher correct recognition for the teacher's actions than for the children ones. However, suggestions about teacher's actions were less accepted than children ones. Also, positive suggestions were more accepted than negative ones. In conclusion, setting aside the typical effect of age on correct recognition and acceptance of suggestion, the questions' content influenced both measures differently: Correct recognition was exclusively influenced by the action's agent, whereas suggestion was affected by valence and the action´s agent.Palabras clave: valencia de la acción, agente de la acción, reconocimiento correcto y aceptación de la sugestión en preescolares.

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Suggestibility and Witness Interviewing using the Cognitive Interview and NICHD Protocol

Rooy¹,

Brown²,

Lamb³

2012

Suggestibility in Legal Contexts

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The effect of question repetition within interviews on young children’s eyewitness recall

Cited by 35 publications

References 28 publications

What Happens When Interviewers Ask Repeated Questions in Forensic Interviews with Children Alleging Abuse?

What Happens When Interviewers Ask Repeated Questions in Forensic Interviews with Children Alleging Abuse?

Yo me porto bien (y mi profesora también): memoria y sugestión en preescolares

Suggestibility and Witness Interviewing using the Cognitive Interview and NICHD Protocol

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