Interviewing cognitively impaired older adults: How useful is a Cognitive Interview?

Wright, Allison M.; Holliday, Robyn E.

doi:10.1080/09658210601047351

Cited by 33 publications

(37 citation statements)

References 78 publications

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“…The originality of the CI consists in its composition that combines social and cognitive (i.e., mnemonic) instructions (Fisher & Geiselman, 1992). Its effectiveness has been widely demonstrated, that is in many countries and with various populations (e.g., elderly persons: Wright & Holliday, 2007; adults: Dando, Wilcock, Milne, & Henry, 2009;Fisher, Geiselman, Raymond, Jurkewich, & Warhaftig, 1987;children: Holliday & Albon, 2004;Milne & Bull, 2002;; and people with learning disabilities: Milne & Bull, 1996;Robinson & McGuire, 2006). In addition to its benefit on witnesses' recollection, Fisher and Geiselman (2010) suggested that the CI could have benefits on their well-being.…”

Section: R é S U M émentioning

confidence: 99%

The influence of social instructions on the effectiveness of a cognitive interview used with very young child witnesses

Verkampt¹,

Ginet²,

Colomb³

2014

European Review of Applied Psychology

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Section: R é S U M émentioning

confidence: 99%

The influence of social instructions on the effectiveness of a cognitive interview used with very young child witnesses

Verkampt¹,

Ginet²,

Colomb³

2014

European Review of Applied Psychology

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“…The Cognitive Interview (CI) is now one of the most widely used and accepted forms of interviewing in both the US and the UK (Fisher & Geiselman, 1992;Geiselman, 1984), and is currently taught to all police recruits in the UK (Dando & Milne, 2009). The CI has been shown to elicit detailed, yet accurate, reports from adult witnesses (Davis, McMahon & Greenwood, 2005;Kohnken, Milne, Memon & Bull, 1999), children (Geiselman & Padilla, 1988;Memon, Wark, Bull & Koehnken, 1997), older witnesses (Wright & Holliday, 2007b) and witnesses with learning disabilities (referred to in the US as mental retardation) (Milne, Clare & Bull, 1999 The Cognitive Interview (CI) is based on two basic principles of how memory typically operates; that retrieval of an event will be enhanced if the context experienced at recall matches that experienced during encoding (Fisher & Geiselman, 1992;Roediger, Weldon, Challis, & Craik, 1989; Tulving & Thompson, 1973), and that memories are stored as interconnected nodes that provide multiple retrieval routes (Tulving, 1974). On the basis of these principles the CI was the external (physical) and internal (subjective) states that they experienced during the witnessed event before freely reporting as many details of the event as possible.…”

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confidence: 99%

The Cognitive Interview for Eyewitnesses with Autism Spectrum Disorder

Maras

Bowler

2010

J Autism Dev Disord

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This is the accepted version of the paper.This version of the publication may differ from the final published version. The cognitive interview for witnesses with autism spectrum disorder Eyewitness evidence is central to the criminal justice system. In 2007, 1.78 million UK offenders were found guilty or cautioned (UK Ministry of Justice, UK, 2008) and 87% of police officers indicated that eyewitnesses usually or always provided major investigative leads (Kebbell & Milne, 1998). Inaccurate or incomplete testimony can lead to wrongful conviction or acquittal (Huff, Rattner, & Sagarin, 1996) and so reliable interviewing techniques are imperative in eliciting the most detailed yet accurate reports from witnesses. The Cognitive Interview (CI) is now one of the most widely used and accepted forms of interviewing in both the US and the UK (Fisher & Geiselman, 1992;Geiselman, 1984), and is currently taught to all police recruits in the UK (Dando & Milne, 2009). The CI has been shown to elicit detailed, yet accurate, reports from adult witnesses (Davis, McMahon & Greenwood, 2005;Kohnken, Milne, Memon & Bull, 1999), children (Geiselman & Padilla, 1988;Memon, Wark, Bull & Koehnken, 1997), older witnesses (Wright & Holliday, 2007b) and witnesses with learning disabilities (referred to in the US as mental retardation) (Milne, Clare & Bull, 1999 The Cognitive Interview (CI) is based on two basic principles of how memory typically operates; that retrieval of an event will be enhanced if the context experienced at recall matches that experienced during encoding (Fisher & Geiselman, 1992;Roediger, Weldon, Challis, & Craik, 1989; Tulving & Thompson, 1973), and that memories are stored as interconnected nodes that provide multiple retrieval routes (Tulving, 1974). On the basis of these principles the CI was the external (physical) and internal (subjective) states that they experienced during the witnessed event before freely reporting as many details of the event as possible. Permanent repository link:Recall of trivial or incomplete details is encouraged ('report all' instruction) since important facts may be elicited that co-occurred with seemingly unimportant events (Geiselman, Fisher, Mackinnon, & Holland, 1986). CR is followed by QU in whichwitnesses are asked open-ended questions based on what they said during their first free-recall attempt. Further details are elicited by asking witnesses to summon and describe mental images of the event, for example focusing on the best image they have of the victim in order to describe their clothing. During CO witnesses are then asked to recall the events in a different order, for example starting with the last thing they witnessed and working backwards in detail until they report the first thing they witnessed. Finally, the witness is asked to recall the event from a different perspective (CP), for example from the perspective of another person or imagining they were positioned in a different location (Fisher & Geiselman, 1992). All four of these mnemonic strategies elicit more detai...

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“…This result was replicated in numerous studies in which both children and adults were witnesses (see Köhnken, Milne, Memon, & Bull, 1999 for a meta-analysis). More recently, the CI has been found to increase the reporting of correct details in adults with learning disabilities as witnesses (Milne, Clare, & Bull, 1999), senior citizens (Mello & Fisher, 1996;Wright & Holliday, 2005) and in children of preschool age (Holliday, 2003).…”

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confidence: 99%

Testing the efficacy of the cognitive interview in a developing country

Stein

Memon

2006

Applied Cognitive Psychology

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Prior research has shown that the cognitive interview (CI) can be used to elicit a more complete and accurate report from eyewitnesses, but the bulk of the research has involved testing witnesses with high levels of education. In the present experiment, we examined whether the CI was effective with witnesses who were not college educated. Employees of the cleaning service of a University in Brazil witnessed a simulated armed abduction. They were then interviewed with a CI or standard interview (SI). Replicating earlier research, there was a significant increase in the number of correct details reported when witnesses were interviewed using CI with no cost to accuracy. This experiment provides the first test of the CI in a developing country and the implications for police interviewing practices in Latin America will be discussed.The cognitive interview (CI) is one of the most exciting developments in forensic psychology in the last 20 years. It comprises a series of memory retrieval techniques designed to increase the amount of information that can be obtained from an eyewitness. It can help investigators obtain a more complete and accurate report from interviewees. The CI is based upon known psychological principles of remembering and retrieval of information from memory. To date, some 65 empirical studies of CI have been conducted, however, almost every study with adults has used an educated sample (university students) as interviewees and the to-be-remembered events tend to be fairly mundane (see Memon, in press for a recent review). The present research examines for the first time, the efficacy of the CI using a sample from a low socio-economic background with minimal education. The study is also one of the few to examine the efficacy of the CI using an emotionally charged event (a staged kidnapping involving a firearm).There were two main forces behind the development of the CI. The first was a need to improve the practices of police interviewers when gathering information from eyewitnesses (Fisher, Geiselman, & Raymond, 1987). The second was an attempt to apply psychological research on the storage and retrieval of episodic events to eyewitness memory. Elizabeth Loftus's research had already paved the way by dispelling the myth that memory operates like a video camera. She had also shown that memory research findings APPLIED COGNITIVE PSYCHOLOGY Appl. Cognit. Psychol. 20: 597-605 (2006) Published online in Wiley InterScience (www.interscience.wiley.com).

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Interviewing cognitively impaired older adults: How useful is a Cognitive Interview?

Cited by 33 publications

References 78 publications

The influence of social instructions on the effectiveness of a cognitive interview used with very young child witnesses

The influence of social instructions on the effectiveness of a cognitive interview used with very young child witnesses

The Cognitive Interview for Eyewitnesses with Autism Spectrum Disorder

Testing the efficacy of the cognitive interview in a developing country

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