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Ricci, Christine M.; Beal, Carole R.

doi:10.1023/a:1008882617302

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…However, more worrisome is the fact that 4 to 7-year-olds were asked significantly more suggestive questions than those of older children, although preschool children are especially vulnerable to such questions (Ricci & Beal, 1998;Milne & Bull, 1999).…”

Section: Discussionmentioning

confidence: 99%

Dynamics in Using Different Question Types in Estonian Police Interviews of Children

Kask

2011

Applied Cognitive Psychology

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The present study examined Estonian police officers' interviewing tactics with children in cases of physical and/or sexual abuse, as there are no published studies conducted in a country formally part of the Soviet Union. Also, the dynamics in using different question types within interviews was examined. Investigative interviews with 66 children (mean age 8 years 10 months, range 4 to 14 years) were transcribed and analyzed. Option-posing and direct questions were most frequently employed, but invitations produced significantly more information. Four to seven-year-old children were asked more suggestive questions than older children. As interviews progressed, the average number of explanations and general invitations per interview decreased, whereas the number of suggestive and option-posing questions increased. This study suggests that like police officers in other countries, Estonian investigators require training in structured interviewing methods to increase the number of invitations and reduce reliance upon option-posing and direct questions.

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Section: Discussionmentioning

confidence: 99%

Dynamics in Using Different Question Types in Estonian Police Interviews of Children

Kask

2011

Applied Cognitive Psychology

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The Child and the Law

Bruck

Ceci

Principe

2007

Handbook of Child Psychology

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Exploring Parent–Child Discussions of Crime and their Influence on Children's Memory

Warren

Peterson

2014

Behavioral Sci & The Law

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When children witness or experience criminal events, the first people they go to are generally parents. Typically, no one else is privy to these conversations, and consequently little is known about their specific content. Research has shown that children can be quite accurate witnesses at times. However, they can also incorporate information from misleading and suggestive questions into their recall, and once their event memory has been changed, children may be unable to provide accurate reports. It is important then to assess parent-child discussions about crime. In the present study, 7- to 10-year-old children watched a video of a theft and talked about it with a parent immediately afterwards, and half had a second immediate interview with a researcher. All were interviewed by a different interviewer 1 week later. Results showed that: parents relied on direct and yes/no questions; children made errors of commission in response to questions; some parents asked leading or misleading questions; children incorporated all correct information from leading questions and nearly 40% of incorrect information from misleading questions; children provided additional information when interviewed by an interviewer 1 week later; and children remained relatively accurate in their descriptions but some were more accurate with parents than with an interviewer 1 week later.

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Untitled

Cited by 3 publications

References 19 publications

Dynamics in Using Different Question Types in Estonian Police Interviews of Children

Dynamics in Using Different Question Types in Estonian Police Interviews of Children

The Child and the Law

Exploring Parent–Child Discussions of Crime and their Influence on Children's Memory

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