Linguistic and socioemotional influences on the accuracy of children's reports

A basic but largely neglected issue in research on the reliability of children's testimony is the impact of certain questioning tactics (e.g., use of legalese and socioemotional intimidation) on the accuracy of children's reports. In the present study, 5- to 7-year-old children were interviewed about a standardized play event with free-recall cues and detailed questions that were specific or misleading. Linguistic complexity of questions (complex or simple) and socioemotional context of interview (supportive or intimidating) were varied between subjects. Results indicated that children were significantly less accurate in reporting the event when questioned with complex, developmentally inappropriate questions rather than simple questions, yet children rarely voiced their comprehension failures. In addition, children interviewed by a warm, supportive interviewer were more resistant to misleading questions about the event than were children interviewed in an intimidating manner. Theoretical interpretations and implications for investigative interviewing and policy are discussed.     

MALTREATED CHILDREN'S ABILITY TO ESTIMATE TEMPORAL LOCATION AND NUMEROSITY OF PLACEMENT CHANGES AND COURT VISITS

Research examining children's temporal knowledge has tended to utilize brief temporal intervals and singular, neutral events, and is not readily generalizable to legal settings in which maltreated children are asked temporal questions about salient, repeated abuse that often occurred in the distant past. To understand how well maltreated children can describe temporal location and numerosity of documented, personal experiences, we assessed 167 6- to 10-year-old maltreated children's temporal memory for changes in their living arrangements and prior visits to court. Small percentages of children were capable of providing exact temporal location information (age, month, or season) regarding their first or last placement or court experience, or numerosities for placements or court visits. Greater knowledge of current temporal locations did not predict better performance. However, older children's performance for several temporal judgments was better than chance, and their reports were not largely discrepant from the truth. Findings suggest caution when questioning maltreated children about when and how many times prior events occurred.     

Adults’ Judgments of Children's Coached Reports

This study investigated adults’ judgments of the honesty of children's coached true and fabricated mock testimony. Adults saw video clips of children testifying in a mock court about a true or fabricated event in their lives. They were asked to make an assessment of the truthfulness of the testimony, and respond to questions about their perception of children's credibility. Half of the adults saw children testifying after a competence examination, and the other half saw children testifying without a competence examination. Overall, girls were rated as more competent than boys, and their testimony was more likely to be believed. Younger children were more likely to be rated as incompetent than older children. A factor analysis of adults’ responses revealed six factors which significantly predicted adults’ overall assessment of children's credibility, and their evaluations of children's competence to testify. Adults’ detection accuracy was at chance, with the majority of children rated as truthful. Viewing the competency examination and cross-examination did not improve the adults’ detection accuracy. However, seeing the cross-examination made adults’ less likely to believe children's testimony. The implications of these results for the judicial system are discussed.     

Effects of Past Abuse Experiences on Children's Eyewitness Memory

Relations between child maltreatment and children's eyewitness memory were examined. A matched sample of abused and nonabused 3- to 10-year-old children (n = 70) participated in a play session with an unfamiliar adult and were interviewed about the interaction 2 weeks later. Consistent with results from previous research, older compared to younger children's reports were more complete and accurate. Abused and nonabused children performed similarly with several exceptions: Nonabused children were more accurate in answering specific questions, made fewer errors in identifying the unfamiliar adult in a photo identification task, and (at least for younger boys) freely recalled more information. Most effects remained when group differences in IQ and behavioral symptomology were statistically controlled. Importantly, abused and nonabused children did not differ in their accuracy or suggestibility in response to questions that were relevant to abusive actions. Among abused children, however, those who suffered more severe sexual abuse made more omission errors to specific abuse-relevant questions. Contributions to psychological theory and legal implications for understanding children's eyewitness memory and testimony are discussed.     

Understanding Children's Use of Secrecy in the Context of Eyewitness Reports

To investigate socioemotional influences on children's eyewitness accuracy, we examined children's reports for activities they were motivated to conceal. Forty-eight 3–6-year-old children participated in a standardized play session with their mothers. Half of the children were told by an experimenter not to play with certain toys, but did so at the urging of their mothers, who told their children to keep the play activities secret. The remaining children were not restricted from playing with the toys, nor told by their mothers to keep the play activities secret. Later, all children were interviewed about the activities with free narrative and detailed questions. Half were given an interview that consisted of highly suggestive questions; half were given an interview consisting of specific, less suggestive questions. Results indicated that older children who were instructed to keep events secret withheld more information than did older children not told to keep events secret. Younger children's reports were not significantly affected by the secret manipulation. There were no significant effects associated with interview type. We discuss implications for understanding the development of children's knowledge and use of secrecy, and applications of the research to issues that arise when child witnesses give reports in legal contexts.     

The Effect of Intellectual Disability on Children's Recall of an Event Across Different Question Types

This research examined the performance of 80 children aged 9-12 years with either a mild and moderate intellectual disability when recalling an innocuous event that was staged in their school. The children actively participated in a 30-min magic show, which included 21 specific target items. The first interview (held 3 days after the magic show) provided false and true biasing information about these 21 items. The second interview (held the following day) was designed to elicit the children's recall of the target details using the least number of specific prompts possible. The children's performance was compared with that of 2 control groups; a group of mainstream children matched for mental age and a group of mainstream children matched for chronological age. Overall, this study showed that children with either a mild or moderate intellectual disability can provide accurate and highly specific event-related information. However, their recall is less complete and less clear in response to free-narrative prompts and less accurate in response to specific questions when compared to both the mainstream age-matched groups. The implications of the findings for legal professionals and researchers are discussed.     

Hearsay Versus Children's Testimony: Effects of Truthful and Deceptive Statements on Jurors’ Decisions

Researchers and courts are focusing increasing attention on the reliability of children's out-of-court statements, especially in relation to trials of child sexual abuse. The main goal of this study was to investigate the effects of presentation of children's out-of-court statements (e.g., hearsay) on jurors' perceptions of witness credibility and defendant guilt, and on jurors' abilities to reach the truth. Child participants experienced either a mock crime or were coached to say they experienced the crime when in fact they had not. During elaborate mock trials involving community member jurors, children's testimony was presented either: (1) live, (2) on videotape, or (3) via a social worker. Analyses revealed that testimony format directly influenced jurors' perceptions of child and social worker credibility (e.g., children were perceived as less likely to provide false statements if they testified live) as well as jurors' sympathy toward the child, all of which then predicted jurors' confidence in defendant guilt. Jurors had difficulty discerning accurate from deceptive child statements regardless of testimony format. Implications for psychology and the legal system are discussed.     

The use of multiple informants to assess children's maltreatment experiences

Most researchers rely exclusively on the reports of protective service workers to determine children's abuse history. In this report, information about children's maltreatment experiences is obtained from protective service workers and three supplementary sources of data: parents, medical records, and clinical observations. Fifty-six children from 34 families receiving protective services for verified reports of physical abuse, neglect, sexual abuse, and/or emotional maltreatment participated in the study, with most children known to have experienced more than one type of abuse. The supplementary data provided important information about the range and severity of children's maltreatment experiences. Review of the parent and medical record data led to identification of 28 children who had additional types of maltreatment experiences that were not reported by their protective services workers—nine cases of physical abuse, two cases of neglect, five cases of sexual abuse, and 12 cases of emotional maltreatment. Supplementary data also revealed information about incidents of specific types of abuse that were more severe than those reported by the children's protective service workers in an additional 24 cases. A method was devised to synthesize information provided from the different sources of data examined in this report to derive 0–4 point ratings of four categories of maltreatment experiences: (1) physical abuse, (3) neglect, (3) sexual abuse, and (4) emotional maltreatment. The Kappa reliability coefficients for each of these scales were .88, .73, .83, and .90, respectively. Data demonstrating the relationship between these maltreatment ratings and various indices of the children's socioemotional and cognitive functioning were also presented to provide preliminary support for the validity of these scales. The findings from this study suggest that multiple sources of data should be examined in order to obtain accurate assessments of children's maltreatment experiences, and that independent raters can synthesize discrepant data to obtain reliable and valid estimates of children's abuse history. Clinical and methodological issues relevant to the improved assessment of children's maltreatment experiences are also discussed.     

Effects of Social Support on Children's Eyewitness Reports: A Test of the Underlying Mechanism

Research on children's eyewitness testimony demonstrates that interviewer-provided social support given during a mock forensic interview helps children resist an interviewer's misleading suggestions about past events. We proposed and tested 1 potential mechanism underlying support effects: Resistance Efficacy, or children's perceived self-efficacy for resisting an interviewer's suggestions. Eighty-one 6- and 7-year-old children experienced a play event, then were interviewed about the event with misleading and specific questions. Consistent with prior research, children interviewed by a supportive person were more resistant to misleading suggestions than were those interviewed by a nonsupportive person. Although Resistance Efficacy did not mediate the effects of interviewer support in the full sample, additional analyses revealed that Resistance Efficacy may be a mediator for older, but not younger, children. Contrary to predictions, children's preexisting social support reserves were not related to children's interview accuracy nor to perceived Resistance Efficacy. Implications for psychological theory are discussed, as well as implications for understanding and improving children's eyewitness reports.     

Face-to-Face Confrontation: Effects of Closed-Circuit Technology on Children's Eyewitness Testimony and Jurors' Decisions

The present study was designed to examine effects of closed-circuit technology on children's testimony and jurors' perceptions of child witnesses. For the study, a series of elaborately staged mock trials was held. First, 5- to 6-year-old and 8- to 9-year-old children individually participated in a play session with an unfamiliar male confederate. Approximately 2 weeks later, children individually testified about the event at a downtown city courtroom. Mock juries composed of community recruits viewed the trials, with the child's testimony presented either live in open court or over closed-circuit television. Mock jurors made ratings concerning the child witness and the defendant, and deliberated to reach a verdict. Results indicated that overall, older children were more accurate witnesses than younger children. However, older, not younger children produced more inaccurate information in free recall. Compared to live testimony in open court, use of closed-circuit technology led to decreased suggestibility for younger children. Testifying in open court was also associated with children experiencing greater pretrial anxiety. Closed-circuit technology did not diminish factfinders' abilities to discriminate accurate from inaccurate child testimony, nor did it directly bias jurors against the defendant. However, closed-circuit testimony biased jurors against child witnesses. Moreover, jurors tended to base their impressions of witness credibility on perceived confidence and consistency. Implications for the use of closed- circuit technology when children testify are discussed.     

Improving Children's Recall of an Occurrence of a Repeated Event: Is It a Matter of Helping Them to Generate Options?

Three experiments were conducted to explore whether children's recall of an occurrence of a repeated event could be improved by encouraging them to consider various details that occurred across a series of events prior to making a judgement about which details were included in the target (to-be-recalled) occurrence. Experiment 1 explored whether children's recall of the target occurrence was better after the interviewer presented all the items from the series prior to the child identifying the final item. Experiment 2 explored whether having the children generate all the items facilitated their subsequent recall of the target occurrence. Finally, Experiment 3 directly compared the effectiveness of the above 2 procedures. Regardless of the children's age, the retention interval, or the type of item, children's capacity to identify which details were included in a target occurrence was enhanced when they were initially provided with all the possible details from the series of events. However, without relying on the interviewer to generate the options, the benefit of the technique was directly contingent on the children's ability to generate content details; this was a distinct source of difficulty for the children. Indeed, having children generate options had no beneficial effect on decisions about the temporal position of items unless performance was made conditional on the children's ability to remember the relevant details in the first place. The implications of the findings for the legal setting and for future research are discussed.     

Detecting children's false allegations and recantations of a crime

This study examined adults’ abilities to detect the veracity of children's (ages 6–11) initial disclosures and their later recantations about a crime. Children (N?=?32) were asked to make a false denial or a false accusation of an alleged theft, while some were asked to tell the truth. Afterwards, children recanted their initial statements in a second interview; thus, children who initially denied the theft accused a researcher of the transgression in the second interview, and vice-versa. Adult raters (ages 18–25; N?=?108) watched both interviews and completed a questionnaire that required them to determine the veracity (i.e. whether the report was true or false) and credibility of the disclosure. Adults accurately detected the veracity of children's reports 53% of the time (55% of original reports, 50% of recantations). Raters were more accurate when detecting false denials than false accusations in the children's original and recanted reports. Despite being more difficult to detect, children's recanted denials that became accusations were rated as the least credible. Furthermore, self-reported level of experience with children and ratings confidence were not significant predictors of truth/lie detection accuracy.     

Differential effects of general versus cued invitations on children’s reports of a repeated event episode

The ability to describe individual episodes of repeated events (such as ongoing abuse) can enhance children’s testimony and assist the progression of their cases through the legal system. Open-ended prompts have been advocated as a means to assist children in accurately retrieving information about individual episodes. In the current study, two subtypes of open-ended prompts (cued and general invitations) were compared for their effects on five- to nine-year-olds’ (n?=?203) reports about individual episodes of a repeated event. Interviews occurred 1–2 weeks after the last of 4 event sessions. Cued invitations assisted children to provide specific details about individual episodes of a repeated event, while general invitations were useful to elicit more broad happenings of the episodes. The accuracy of responses to general invitations was similar for children of all ages up to one week after the event, but at a longer interview delay younger children were less accurate than older children. There were no differences in the accuracy of responses to cued invitations as a function of age or interview delay. Results suggest that interviewers tasked with eliciting accounts of individual episodes from a repeated event, such as ongoing abuse, should consider the differential efficacy of each prompt-type on children’s reports.     

Children's Lie-Telling to Conceal a Parent's Transgression: Legal Implications

Children's lie-telling behavior to conceal the transgression of a parent was examined in 2 experiments. In Experiment 1 (N = 137), parents broke a puppet and told their children (3-11-year-olds) not to tell anyone. Children answered questions about the event. Children's moral understanding of truth- and lie-telling was assessed by a second interviewer and the children then promised to tell the truth (simulating court competence examination procedures). Children were again questioned about what happened to the puppet. Regardless of whether the interview was conducted with their parent absent or present, most children told the truth about their parents' transgression. When the likelihood of the child being blamed for the transgression was reduced, significantly more children lied. There was a significant, yet limited, relation between children's lie-telling behavior and their moral understanding of lie- or truth-telling. Further, after children were questioned about issues concerning truth- and lie-telling and asked to promise to tell the truth, significantly more children told the truth about their parents' transgression. Experiment 2 (N = 64) replicated these findings, with children who were questioned about lies and who then promised to tell the 'truth more likely to tell the truth in a second interview than children who did not participate in this procedure before questioning. Implications for the justice system are discussed.     

Exposure to domestic and community violence in a nonrisk sample: associations with child functioning

Limited data exist on the unique, additive, and interactive effects of exposure to domestic and community violence on children's functioning, particularly in community samples. This study examined relations between children's violence exposure, at home and in the community, and symptoms of externalizing and internalizing problems. Parents reported on domestic violence in the home, and children reported on community violence. Concurrent child functioning was measured through parent and teacher reports on the Child Behavior Checklist (CBCL) and child self-reports on the Children's Depression Inventory. A multi-ethnic sample of 117 children, aged 8 to 12 years, and their parents and teachers participated. Community violence was related to all measures of children's adjustment, whereas exposure to domestic violence was related only to CBCL externalizing problems. Teacher reports of child aggression were predicted by child age, community violence, and the interaction of community and domestic violence. Implications for research and clinical intervention are discussed.     

The Effect of Maternal Victimization on Children: A Cross-Informant Study

The impact of maternal victimization on the behavioral, social, emotional, and cognitive development in a group of 206 low-income, predominantly African American children from inner city, pediatric primary health care clinics was explored using mother, teacher, and self-report data. Results revealed that mothers with a victimization history reported more externalizing and internalizing behaviors in their children, compared to mothers who had not been victimized. Maternal victimization history was not related to teachers' ratings of children's behavior, child reports of social competence and depression, or standardized assessments of cognitive development. The relation between mothers' history of victimization and their reports of internalizing and externalizing behavior problems in their children was mediated by pathways through maternal depression and disciplinary practices (verbal aggression). These findings provide evidence for the link between maternal victimization and children's behavior problems. Treatment for victimized mothers that reduces their depressive symptoms and promotes adaptive parenting practices may lead to fewer behavior problems in their children.     

Young children's classification of the corroboration of a false statement as the truth or a lie

This article reports on an investigation of children's definitions of the truth that can pertain to their ability to provide accurate information during an, investigation or trial: whether corroborating an inaccurate statement made by a parent is lying or telling the truth. Subjects were 133 preschool through third-grade children who were shown a videotape in which either a boy makes a false statement to a neighbor about the neighbor's daughter hitting him and his mother listens passively or a mother makes a similar false statement and the boy corroborates it. None of the children classified the corroboration as the truth. Only a small percent of the preschool and kindergarten children classified the boy's or mother's initial false statement as the truth; all of the older children classified these statements as a lie. About 20% of the children recalled incorrectly that the neighbor's daughter hit the boy.This project was supported with funds from the College Research Grant Fund of the College of Human Ecology, Cornell University. Great appreciation goes to several schools, including Groton Elementary (Joseph Amore, Principal), Montessori School of Ithaca (Carol Hill, Co-Administrator), Ithaca Community Child Care Center (Gloria Landis, Teacher), and Pinwheels Day Care Center (Kendra Maturo, Administrator). Virginia Alhusen, Ph. D., managed data collection and analysis for the project superbly.     

The effect of uniform and prior knowledge on children's event reports and disclosure of secrets

The present paper examined the effect of police uniform on the accuracy of 6- to 8-year-old children's reports about an event and it explored the roles that interviewer prior knowledge and social status play in mediating any effects of uniform. Two studies were conducted; in the first study, interviewers wore uniforms that were independent of a forensic context whereas in the second study, the interviews were conducted by police officers who wore either uniform or civilian clothes. Children reported more information (accurate, as well as inaccurate) to a police interviewer in civilian clothes compared to uniform. This finding was found only in the police uniform context. Interviewer's prior knowledge had no impact on the children's reports in either context. The likely impact of police uniform is discussed. Authors' Note: Thanks to many teachers, principals and children who volunteered to partake in this project and to Sarah Agnew, Greg Angenent, Catherine Borg, Sue Connor, Agnes Kalinowski, Joanna Kellis and Vivian Mikhail who assisted in the data collection, coding and analysis. Thanks also to the members of the Victorian Police (Community Policing Squad) who conducted interviews for this project, and to Sergeant Lisa McMeeken, and Senior Constable Jennifer Evans of the VATE project who coordinated the police interviews.     

Younger and older adults’ lie-detection and credibility judgments of children's coached reports

ABSTRACT

Previous research has examined young and middle-aged adults’ perceptions of child witnesses; however, no research to date has examined how potential older adult jurors may perceive a child witness. The present investigation examined younger (18–30 years, N?=?100) and older adults’ (66–89 years, N?=?100) lie-detection and credibility judgments when viewing children's truthful and dishonest reports. Participants viewed eight child interview videos where children (9–11 years of age) either provided a truthful report or a coached fabricated report to conceal a transgression. Participants provided lie-detection judgments following all eight videos and credibility assessments following the first two videos. Participants completed a General Lifespan Credibility questionnaire to assess credibility evaluations across various witness ages. Lie-detection results indicated that older adults had significantly lower discrimination scores, a stronger truth bias, and greater confidence compared to younger adults. Older adults also rated children as more competent to testify in court, credible, honest, believable, and likeable than younger adults. Participants with greater differences in their credibility evaluations for truth and lie-tellers were significantly more accurate at detecting lies. Responses to the Lifespan Credibility questionnaire revealed significant differences in younger and older adults’ credibility evaluations across the lifespan.     

Using sketch drawing to induce inconsistency in liars

Purpose. Consistency as a cue to detecting deception was tested in two experiments using sketch drawing and verbal reports in repeated interviews. Liars were expected to be less consistent than truth‐tellers. Methods. In Expt 1, 80 undergraduate students reported truthfully or deceptively about an alleged lunch date – they sketched the layout of the restaurant and then answered spatial questions about objects in the restaurant. Ratings were given for the consistency between sketches and verbal reports. In Expt 2, 34 undergraduate students reported truthfully or deceptively about completing a series of unrelated tasks – they answered spatial questions about objects in a room and then sketched the layout of the room. Proportions were calculated for the consistency between verbal reports and sketches. Results. Expt 1. Liars were rated as less consistent than truth‐tellers. Up to 80% of truth‐tellers and 70% of liars could be correctly classified. Expt 2. Liars were less consistent than truth‐tellers on consistency proportions. Up to 100% of truth‐tellers and 77% of liars could be correctly classified. Conclusions. Using sketches to induce inconsistency may be a reliable, resource efficient way to help investigators detect deception.