Assessment of child witness statements using criteria-based content analysis (CBCA): The effects of age,verbal ability,and interviewer's emotional style

Abstract

The goal of the study was to determine what effects age, verbal ability (assessed with WISC-R Vocabulary), and interviewer's emotional style would have on the occurrence of Criteria-Based Content Analysis (CBCA) criteria. Children (N = 68) from three different age-groups (7–8, 10–11, and 13–14 years) made both a true and a false statement concerning a mildly traumatic event. The correct classification rate was 66%. Age and verbal ability were found to increase the occurrence of some of the CBCA criteria irrespective of the truthfulness of the statements. Also, different criteria differentiated between true and false statements in different age groups. Interviewer behaviour also affected the occurrence of the criteria. It is concluded that the CBCA should not be used in court proceedings in its present form.     

Getting the story from child witnesses: exploring the application of a story grammar framework

Abstract

Investigative interviews with children about alleged abuse were analysed to determine the degree to which the child's responses adhered to a story grammar framework, and whether the presence of story grammar elements was associated with interviewers’ adherence to best-practice (i.e. open-ended) questioning. The sample included 51 interviews with child witnesses from across Australia. The interviews were administered by a police officer with children (37 girls and 14 boys) aged 3–16 years (M age = 103.82 months, SD = 34.21 months). The interviewers’ questions were categorised as open-ended or specific and the children's responses were classified as a story grammar element, context/background information, or ‘don't know’ responses. The majority of interviewer questions were specific in nature and the majority of children's responses were context/background details. Open-ended questions were more successful in eliciting story grammar from children. Of the story grammar elements, the interviewers’ specific questions usually targeted setting and attempt details. These findings suggest that improvement in the narrative coherence of children's reports of abusive events can potentially be achieved by increasing interviewers’ use of open-ended questions.     

Children recalling an event repeatedly: Effects on RM and CBCA scores

Purpose. The fact that abused children often talk about their experiences before entering the legal system is a neglected factor in terms of the validation of different reliability assessment techniques. Hence, the present study investigated the extent to which the scores of the reality monitoring technique (RM) and the criteria‐based content analysis technique (CBCA) were affected by the number of times children recalled an experienced or an imagined event. Method. Children (aged 12–13 years, N – 80) participated in an experiment where half the sample experienced a real event (an interaction with a stranger outside his car) and then recalled it either one or four times (over a period of 14 days), and the other half imagined the same event and thereafter recalled it either one or four times. The statements given at the final (or only) recall session were analysed with both CBCA and RM. Results. The results revealed that, on a multivariate level, both the CBCA and RM sets of criteria discriminated between truthful and fabricated statements. The total RM score (but not the total CBCA score) discriminated reliably between truthful and fabricated statements. Furthermore, RM (but not CBCA) were sensitive to the number of times the experienced or imagined event was recalled: increased presence of criteria after repeated recall. Conclusions. The results were rather promising for the RM and less so for the CBCA. Furthermore, we found that the number of recalls moderated the effectiveness of the techniques. Hence, when assessing the reliability of a child's memory, it is crucial to learn about the history of the first documented statement.     

Theory and practice in interviewing young children: A study of Norwegian police interviews 1985–2002

Abstract

Has the increased public and professional awareness of the challenges of interviewing children in forensic contexts led to changes and improvements in police interviewing practices? A representative sample (n=91) of police interviews conducted during the period of 1985–2002 from a large Norwegian police district was analysed. The results indicated that interviewer strategies have improved; there was a decrease in the use of suggestive, yes/no and option-posing questions and this decrease was accompanied by a comparable increase in the use of cued recall questions. The frequency of open-ended invitations was low and did not change much over time. Factors that might have led to the observed changes are briefly discussed.     

The stability and generalizability of young children's suggestibility over a 44-month interval

Abstract

We discuss a 44-month longitudinal study of the stability of the two-factor Norwegian Book Suggestibility Scale for Children (BSSC; Melinder, Scullin, Gunner?d, & Nyborg, 2005) in a sample of 7-year-old children (M _{Time 2 age}=94 months). Several measures of suggestibility were assessed: yielding to suggestive questions (Yield), shifting answers in response to negative feedback (Shift), the sum of Yield and Shift (Total Suggestibility), and suggestibility in response to open-ended and misleading direct and tag questions about an event experienced 44 months earlier. Results showed a moderate correlation for Total Suggestibility scores over time in spite of marked declines in Yield and Shift. Both Yield and Total Suggestibility were related to children's tendency to respond affirmatively to misleading tag questions about the past event. The two-factor model of suggestibility showed some weakening over time with a positive correlation developing between Yield and Shift.     

Generalizability of a two-factor measure of young children's suggestibility in Norway and the USA

Abstract

We discuss the development of the Book Suggestibility Scale for Children (BSSC), a two-factor suggestibility measure developed as an alternative to the Video Suggestibility Scale for Children (VSSC; Scullin & Ceci, Personality and Individual Differences, 30, 843–856, 2001). In study 1, both the BSSC and the VSSC were administered to 60 American preschool children. Children responded affirmatively to inaccurate leading questions (Yield) and changed their answers in response to negative feedback from interviewers (Shift) in a similar manner on both scales. In study 2 we found that the BSSC was useful for studies of suggestibility in contexts other than America because 62 Norwegian preschool children responded to questions in a similar manner to an age-range and vocabulary matched group of 31 American children. Results support a two-factor model of suggestibility, although Yield appears to measure suggestibility across scales and situations more consistently than does Shift. American age-matched samples had significantly higher Shift and Yield 2 scores than the Norwegian sample.     

Children's and adults’ realism in their event-recall confidence in responses to free recall and focused questions

Abstract

Two experiments examined the realism in the confidence of 8–9-year-olds, 12–13-year-olds and adults in their free recall and answers to focused questions after viewing a short video clip. A different video clip was shown in each experiment and the focused questions differed in difficulty. In both experiments the youngest age group, in contrast to the two other age groups, showed no overconfidence in their confidence judgements for the free recall. The free recall results also showed that the youngest group had lower completeness but similar correctness as the adults. There was a tendency, over both experiments, for the participants to show poorer realism for the focused questions than for the free recall, especially when questions with content already mentioned in the free recall were excluded from the analyses of the focused questions in Experiment 1. The study shows the importance of question format when evaluating the credibility of the confidence shown by 8–9-year-old children in their own testimony.     

Criteria-Based Content Analysis: An empirical test of its underlying processes

Abstract

Criteria-Based Content Analysis (CBCA) is a tool to assess the veracity of written statements, and is used as evidence in criminal courts in several countries in the world. CBCA scores are expected to be higher for truth tellers than for liars. The underlying assumption of CBCA is that (i) lying is cognitively more difficult than truth telling, and (ii) that liars are more concerned with the impression they make on others than truth tellers. However, these assumptions have not been tested to date. In the present experiment 80 participants (undergraduate students) lied or told the truth about an event. Afterwards, they completed a questionnaire measuring “cognitive load” and “tendency to control speech”. The interviews were transcribed and coded by trained CBCA raters. In agreement with CBCA assumptions, (i) truth tellers obtained higher scores than liars, (ii) liars experienced more cognitive load than truth tellers, and (iii) liars tried harder to control their speech. However, cognitive load and speech control were not correlated with CBCA scores in the predicted way.     

Offenders’ uncoerced false confessions: A new application of statement analysis?

Purpose. Deception detection research has mainly studied denials and distortions given by students. This study examined true and false confessions as told by offenders. It was hypothesized that the statement analytic techniques Criteria‐Based Content Analysis (CBCA) and Reality Monitoring (RM) would discriminate truths and lies. Methods. Truthful and deceptive confessions to crime were given by 30 offenders (both women and men) in a within‐subject design. The participants were in prison at the time of data collection, and told the truth about a crime they had committed and been sentenced for. In addition, they made up a lie about a different crime after a few minutes of preparation. The transcribed statements were scored for CBCA and RM criteria. Results. Results showed that neither total CBCA nor total RM scores differentiated between lies and truths. Some individual CBCA criteria, however, showed differences: more self‐deprecations and doubts about own testimony in the told lies, and more unexpected complications in the truths. Conclusions. The results are discussed in relation to statement analysis of offenders’ accounts, individual CBCA criteria, as well as the development of criminal experience and familiarity with the event and setting. Implications for triers of fact and suggestions for future research are considered.     

Can Criteria-Based Content Analysis Distinguish Between True and False Statements of African-American Speakers?

The Criteria-Based Content Analysis (CBCA) technique is the core component of the Statement Validity Assessment (SVA), an interviewing process that attempts to judge allegations of child sexual abuse for truthfulness. As the nucleus of the SVA, the CBCA has been promoted as a way to detect truth by analyzing the verbal content of such an allegation. However, all conclusions of the CBCA's usefulness as an indicator of truth have been based on European and/or White perspectives, and this is the first study to address the implications of probable differences of verbal content meaning across ethnic groups. The results failed to support the hypotheses that Black speakers' truthful statements contained fewer criteria than Whites' statements, or that CBCA training would only enhance truth detection of White speakers. First, in contrast to earlier work, the present study found that, despite the fact that true and false statements contained criteria to differing degrees, the total number of CBCA criteria in an adult's statement was uncorrelated with truthfulness for statements made by Blacks or by Whites. A discriminant analysis showed that CBCA verbal content criteria did, in fact, have different significance for Whites than for Blacks. Certain CBCA criteria were stronger predictors of truth for one ethnic group than for the other. It is suggested that more research is needed before the CBCA is relied upon in criminal investigations.     

You cannot hide your telephone lies: Providing a model statement as an aid to detect deception in insurance telephone calls

Deception research regarding insurance claims is rare but relevant given the financial loss in terms of fraud. In Study 1, a field study in a large multinational insurance fraud detection company, truth telling mock claimants (N = 19) and lying mock claimants (N = 21) were interviewed by insurance company telephone operators. These operators classified correctly only 50% of these truthful and lying claimants, but their task was particularly challenging: Claimants said little, and truthful and deceptive statements did not differ in quality (measured with Criteria‐Based Content Analysis [CBCA]) or plausibility. In Study 2, a laboratory experiment, participants in the experimental condition (N = 43) were exposed to an audiotaped truthful and detailed account of an event that was unrelated to insurance claims (a day at the motor races). The number of words, quality of the statement (measured with CBCA), and plausibility of the participants' accounts were compared with participants who were not given a model statement (N = 40). The participants who had listened to the model statement provided longer statements than control participants, truth tellers obtained higher CBCA scores than liars, and only in the model statement condition did truth tellers sound more plausible than liars. Providing participants with a model statement is thus an innovative and successful tool to elicit cues to deception. Providing such a model has the potential to enhance performance in insurance call interviews, and, as we argue, in many other interview settings.     

Seeking or controlling the truth? An examination of courtroom questioning practices by Canadian lawyers*

ABSTRACT

The questioning practices of Canadian lawyers were examined. Courtroom examinations (N?=?91) were coded for the type of utterance, the assumed purpose of the utterance, and the length of utterance. Results showed that approximately one-fifth of all utterances were classified as productive for gathering reliable information (i.e. open-ended, probing); less than one percent of all utterances were open-ended. Direct examinations contained more closed yes/no, probing, and open-ended questions. Cross-examinations contained more leading and clarification questions, and opinions. Moreover, cross- (vs. direct) examinations contained more questions with a ‘challenging the witness’ purpose. The longest utterances were opinions, followed by multiple and forced-choice questions. The longest answers were in response to open-ended questions, followed by multiple and probing questions. Implications for the truth-seeking function of the judiciary are discussed.     

Sexual exploitation of children in europe: Child pornography

Abstract

Summary: This article is taken from a report entitled: Rhetorics and Realities: Sexual Exploitation of Children in Europe, of a study funded by the European Commission under the STOP Programme. It begins by re-visiting the knowledge base of child pornography and addresses a range of issues including: children's access to pornography; law enforcement and European policy. The article concludes with a number of pertinent questions which need both attention and answers.     

Differences in suggestibility between 5–6 and 10–11 year olds: The relationship with self confidence

Abstract

Differences in suggestibility and recall between 5–6 and 10–11 year olds were investigated. It was hypothesized that younger children would be more suggestible than older children and that differences in self confidence between older and younger children would influence these differences. It was also predicted that older children would recall more information than younger children, and that this age difference would be less strongly influenced by self confidence. Forty-one 5 and 6 and fifty-six 10 and 11 year olds were interviewed about a video they had witnessed. Several factual and misleading questions were asked, and the percentage of correct answers to the factual questions (to measure recall) and the percentage of incorrect answer to the misleading questions (to measure suggestibility) were calculated. The level of self confidence of the children was measured with six items of the Behavioural Academic Self Esteem Scale (BASE), reflecting self confidence. The outcomes supported the hypotheses: Younger children were more suggestible than older children and this difference disappeared when controlled for self confidence. Older children gave mere information about the event than younger children, and these age differences were, to much less extent, influenced by their self confidence.