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.     

Inconsistencies across repeated eyewitness interviews: supportive negative feedback can make witnesses change their memory reports

Past work shows that direct negative feedback and suggestive questioning can lead eyewitnesses to change their memory reports. Applying Gudjonsson’s [2003. The psychology of interrogations and confessions: A handbook. West Sussex: Wiley] model of interrogative suggestibility to interviews with witnesses, the present two experiments examined how indirect negative feedback delivered in a supportive manner from an interviewer can make witnesses change what they report they remember experiencing. After viewing a video of a crime, participants were interviewed twice, with either supportive negative feedback (i.e. with the interviewer sympathetically suggesting why many people’s memory may be inaccurate) or neutral feedback between the two rounds of questions. Results showed that people given supportive negative feedback changed significantly more of their responses than those given neutral feedback. Lower confidence ratings were associated with greater response change, but overall, despite having changed more responses, people given supportive negative feedback did not have reduced confidence or perceived accuracy. Type of feedback did not impact accuracy, and accuracy was not systematically related to confidence or perceived accuracy. Given the role that eyewitness reports play in the criminal justice system, better understanding factors that impact consistency and reliability is vital.     

The relationship between intelligence,memory and interrogative suggestibility in young offenders

Abstract

The study investigated the relationship between interrogative suggestibility and relevant cognitive factors as proposed by Gudjonsson and Clark (1986). The subjects were fifty-eight adolescent young offenders resident in a national children's centre with secure facilities. All were administered the Gudjonsson Suggestibility Scale and the Wechsler Intelligence Scale for Children. Interrogative suggestibility correlated negatively with intelligence and recall memory. Limited evidence of range effects was found for the relationship between intelligence and suggestibility, but not for the relationship between recall memory and suggestibility.     

Taking Responsibility for an Act Not Committed: The Influence of Age and Suggestibility

Inherent in false confessions is a person taking responsibility for an act he or she did not commit. The risk of taking such responsibility may be elevated in juveniles. To study possible factors that influence individuals' likelihood for taking responsibility for something they did not do, participants in a laboratory experiment were led to believe they crashed a computer when in fact they had not. Participants from 3 age groups were tested: 12- and 13-year-olds, 15- and 16-year-olds, and young adults. Half of the participants in each age group were presented with false evidence indicating liability. Additionally, suggestibility was investigated as a potential individual-difference factor affecting vulnerability to admissions of guilt. Results showed that younger and more suggestible participants were more likely than older and less suggestible participants to falsely take responsibility. Implications of these findings for juvenile justice are discussed.     

A systematic review on the relationship between self-esteem and interrogative suggestibility

Some factors, such as age, learning disability and mental health difficulties, have been identified as making police suspects more vulnerable to suggestibility and false confessions during interview. However, there has been no systematic review on the association between self-esteem and suggestibility. Seven electronic bibliographic databases and reference lists of previous literature reviews of suggestibility in children were searched. Selected studies were quality assessed using pre-defined criteria before data were extracted. Electronic searches yielded 1914 hits. Of these, 685 duplicates, 1181 irrelevant references and 39 references that did not meet the inclusion criteria were removed. Nine publications were included in the review. Significant correlations between self-esteem and suggestibility, most notably on the Yield 1 subscale of the GSS, were found but four of the nine studies found no significant correlation. The prevalent use of self-report measures and lack of clarity in defining self-esteem limit the validity of those studies.     

Verbal ability,depression, and anxiety as correlates of interrogative suggestibility in children exposed to life adversities

In the present study, we assess the relationship of verbal ability, depression, and anxiety with interrogative suggestibility (IS) in a sample of children exposed to life adversities and requiring assistance by the governmental social service (n?=?39), as compared with normal controls (n?=?36). The Gudjonsson Suggestibility Scale 2 was administered to participants in a battery including measures of memory capacity, verbal ability, depression, and anxiety. The finding showed that the ‘assisted’ children were significantly more suggestible than the controls with a large effect size for Yield 1 and total suggestibility. In addition, IS was negatively correlated with verbal memory and ability, but not with anxiety and depression. The two groups differed as to their level of total suggestibility after adjusting for verbal ability. Implications of the findings for the forensic assessment of vulnerable subjects are discussed.     

Can Reinforcement Induce Children to Falsely Incriminate Themselves?

This study examined whether reinforcement can induce children to falsely incriminate themselves. Ninety-nine children in kindergarten through third grade were questioned regarding the staged theft of a toy. Half received reinforcement for self-incriminating responses. Within 4 min reinforced children made 52% false admissions of guilty knowledge concerning the theft, and 30% false admissions of having witnessed it. Corresponding figures for controls were 36 and 10%. Twelve percent of children admitted to participating in the theft, but the effect of reinforcement was only marginally significant. The findings indicate that reinforcement can induce children to falsely implicate themselves in wrongdoing.     

Do Jurors “Know” What Isn’t So About Child Witnesses?

Are expert witnesses needed in child sexual abuse cases to educate jurors about children’s memory, suggestibility, and reactions to abuse, or do jurors already know what such experts could tell them? To cast light on this question, we surveyed jurors and jury-eligible college students and compared their beliefs with what is known via scientific research regarding children’s memory and ability to testify, reactions to interrogation, and reactions to sexual abuse. We also asked participants to infer results of four widely cited studies of children’s suggestibility. Participants’ beliefs were consistent with findings from research on some issues (e.g., that children can be led to claim that false events occurred) but diverged from the scientific consensus on other issues (e.g., whether children can remember painful events in infancy). Similarly, participants sometimes overestimated and sometimes underestimated the level of suggestibility observed in empirical studies. Individual differences in accuracy were related to participants’ gender, education and ethnicity, and there was considerable disagreement among participants on many questions. Implications of findings for the admissibility of expert testimony in child abuse cases are discussed.     

Individual differences in interrogative suggestibility: life adversity and field dependence

Since the turn of the century much research has explored the concept of interrogative suggestibility, with recent research highlighting a sizeable link between the reported experience of negative life events (NLEs) and performance on the Gudjonsson Suggestibility Scale 1 (GSS1). The present study sought to reinvestigate the previously found novel relationship, as well as explore the role of field dependence as a possible coping mechanism implemented during interview by such vulnerable interviewees. As expected, highly significant correlations between NLEs and the suggestibility components of the GSS emerged. Field dependence, however, failed to correlate significantly with either NLE or GSS scores. Nonetheless, some additional findings relating to age, NLEs, and shift scores on the GSS were noted, which may help further our understanding of the NLE to interrogative suggestibility relationship. A new group of vulnerable interviewees, who are as yet unrecognized by the police or courts, has also been identified.