铁路公安机关国家公务员招录面试工作的实践与思考

铁路公安国家公务员招录面试工作是铁路公安机关整体转入国家公务员队伍后面临的一个全新课题。实施精细化管理运作,做好人员分类管理、后勤保障支持、区域协调沟通、严格工作程序、实施人性化服务是确保招录面试工作正常开展的基本条件。面对招录考试中理念与现实、原则与操作之间的矛盾,必须树立"以人为本"理念,加强考官队伍建设,提高面试专业化程度,减低面试成本,缩小生源范围,进一步提升工作水平和管理能力,确保招录面试工作公开公平公正。     

The relation between interviewers’ personal characteristics and investigative interview performance in a child sexual abuse context

Despite important progress in knowledge about interview ‘best practice’ with child victims, few studies had yet evaluated the impact of interviewers’ personal characteristics on adherence to these ‘best practice’. This study was designed to determine whether interviewers’ personal characteristics are associated with adherence to a structured interview protocol (National Institute of Child and Human Development), the use of open-ended questions and the amount of details provided in children’s responses during investigative interviews with alleged victims of child sexual abuse. 114 interviews were scored from 13 police investigators after they followed a one-week training program. Results showed that experience, emotional intelligence, Extraversion, Agreeableness, Conscientiousness and Neuroticism were related with adherence to the protocol and ratio of open-ended questions. Cognitive abilities were related to the amount of details obtained from the child. Generalized estimating equations were used to compare relative contribution of each variable. These findings raise questions about how investigative interviewers are selected and trained.     

Perceptions of suspect statements: a comparison of exposed lies and confessions

Confrontational interrogation techniques seek to produce a confession, while investigative interviews focus on information gathering and/or catching suspects in lies. Confessions obtained during interrogations are potent for securing a defendant’s conviction. However, the goal of investigative interviews is not to produce a confession, yet it is unknown if their outcome (e.g. exposed lies) is as effective in court as that of an interrogation (i.e. a confession). In two studies, mock jurors read case summaries wherein a defendant was accused of murder and terrorist activities. In both cases, the statement a defendant made during a police interview was manipulated: The defendant either lied or not and either confessed or not. Participants then rendered a verdict and were asked about the probative value of several pieces of supporting evidence. Results were similar across both studies with more convictions when the defendant lied, confessed, or did both relative to when the defendant produced a statement without lies and without a confession. Furthermore, we found that perceptions of supporting evidence mediated the effect of exposed lies on culpability, but this was not the case for confessions. These findings illustrate the positive qualities of presenting exposed lies in court, diminishing the need for a confession.     

Changing perspectives in cognitive interviewing

A study is presented which investigated aspects of a specialist method for taking evidence from witnesses known as ‘Cognitive Interviewing’. Specifically, the study sought to evaluate four techniques used in this form of interviewing, namely the Report All, Reinstate Context, Change Order, and the Change Perspectives mnemonics. The findings suggest that while none of these mnemonics significantly increased inaccuracy, all but the Change Perspectives mnemonic facilitated recall of accurate information. The findings are discussed in terms of the applied functional utility of each of the mnemonics and the Cognitive Interview procedure in general.     

Recall of unpleasant emotion using memory-enhancing principles

Abstract

Two experiments are presented to examine the issue of memory for past emotions. Participants rated their emotional reactions on the occasion of watching a film, and in a subsequent session, they were asked to recall and rate the emotion as experienced when viewing it. In the first experiment, participants underestimated unpleasant emotion at recall, but their recall was improved with the presentation of a visual cue pertaining to the emotion-inducing film event. In the second experiment, participants were assisted in probing perceptual aspects of the event by means of memory-enhancing instructions underlying the Cognitive Interview. These participants consistently recalled emotional intensity, as compared to participants in the unassisted recall condition who underestimated prior emotion. This research suggests that ratings of prior emotion are easily influenced by features of the retrieval context, and that consistent recall may be achieved by memory-enhancing principles of the Cognitive Interview.     

The cognitive interview and its effect on misleading postevent information

Abstract

The present study investigated the effectiveness of the cognitive interview on reducing the impact of the misinformation effect. A 2×2 between-groups design was used, with interview type (cognitive or structured) and narrative type (misleading or neutral) as the independent variables. Adults (n=40) viewed video footage depicting a bank robbery and then received either a misleading or neutral postevent narrative. Participants were interviewed with either a cognitive or a structured interview regarding their memory for the original footage. The cognitive interview produced significantly more correct pieces of information than the structured interview, without an increase in errors or confabulations. An anomalous significant interaction was found regarding the number of incorrect pieces of information, where recipients of the structured interview made more recall errors when receiving neutral postevent information compared to neutral postevent information. A misinformation effect was successfully achieved but the enhancing effects of the cognitive interview were unable to reduce it. Results are discussed within the misinformation effect theoretical framework. The limitations of the present study are also discussed.     

Using the cognitive interview with adults with mild learning disabilities

Abstract

Forty-seven adults with mild learning disabilities (mild intellectual disabilities) attending day-centres and thirty-eight adults from the general population viewed a videorecording of an accident. A day later the participants were interviewed using either a cognitive interview (CI) or a structured interview (SI, a control interview). Compared with their counterparts with learning disabilities, adults from the general population recalled more correct information and made fewer confabulations about persons and objects. Nevertheless, the type of interview had an impact. For both groups, the CI was more effective than the SI in enhancing recall although, for the ‘learning disabilities’ group, the CI also produced a disproportionate increase in the reporting of person confabulations. All the same, the accuracy ratios were similar across interview types (80% for the CI and 82% for the SI). It is suggested that the CI could be helpful in assisting people with learning disabilities to provide information about events they have seen.     

The cognitive interview: A survey of its forensic effectiveness

Abstract

The cognitive interview has been shown to have the potential to enhance witness recall. Consequently, it has been adopted by all police forces in England and Wales. The present paper surveyed 96 police officers trained in the cognitive interview and 65 untrained police officers, using a questionnaire. Officers rated how frequently they used and how useful they found components of the cognitive interview. Trained officers were significantly more likely to use instructions to mentally reinstate context, use different orders, change perspectives and imagery. Amongst trained officers there was a consensus that some components of the cognitive interview were used more frequently and were believed to be more useful than others. Rated as most useful and most frequently used were establish rapport, report everything, encourage concentration, witness compatible questioning, and mental reinstatement of context. Rated as less useful and less frequently used were recall in different orders, imagery, change perspectives and transfer control. Further responses indicated that the cognitive interview was generally perceived to be a useful procedure that increases correct recall, although officers were still aware that incorrect information can also be generated. However, a major problem for many officers was that they do not have the time to conduct a full cognitive interview.     

Mental reinstatement of context with child witnesses: does it matter whether context is reinstated ‘out loud’?

Abstract

In this study we examined the impact of two types of mental reinstatement of context instructions in facilitating children's recall of a staged event across two stages of development. Specifically, a 2 × 3 factorial design was utilised incorporating two age groups (6- and 12-year-olds) and three interview conditions (standard recall, mental reinstatement where the child was instructed to reinstate the context ‘out loud’, and mental reinstatement without the explicit ‘out loud’ instruction). Overall, mental reinstatement instruction led to more correct and fewer incorrect responses than the standard recall instruction. The effect of mental reinstatement was similar across the age groups and irrespective of whether the child was asked to reinstate ‘out loud’. Beneficial effects of the technique, however, were only evident for cued-recall questions as opposed to free-narrative responses. The implications of these findings and directions for future research are discussed.