Examining the impact of interviewer rejections following “Don't know” responses in forensic interviews of alleged preschool-aged victims of abuse

IF 2.1 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL
Rolf Magnus Grung, Gunn-Astrid Baugerud, Ragnhild Klingenberg Røed, Miriam S. Johnson
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引用次数: 0

Abstract

When forensic interviewers reject children's “Don't know” responses, either by repeating questions or pressuring the children to provide different responses, children may change their subsequent responses. The primary objective of the current study was to examine interviewer reactions following preschool-aged alleged abuse victims' “Don't know” responses in 114 forensic interviews and the children's responses to these rejections. Interviewer reactions were dichotomously coded as either interviewer acceptance (i.e., transitioning to the next logical question or formulating questions focusing on previously mentioned details) or interviewer rejection (i.e., repeating questions or making negative remarks about recall ability). The results showed that the interviewers accepted the children's “Don't know” responses 75.3% of the time and rejected them 24.7% of the time. When interviewers rejected the children's “Don't know” responses, 75.9% of the subsequent responses contradicted the children's initial responses. These results suggest that interviewer rejections following preschool-aged children's “Don't know” responses may be suggestive.

研究在对据称学龄前受虐者进行法医访谈时,访谈者在回答 "不知道 "后拒绝访谈的影响
当法医询问者拒绝儿童的 "不知道 "回答时,要么重复问题,要么迫使儿童提供不同的回答,儿童可能会改变他们随后的回答。本研究的主要目的是研究在 114 次法医询问中,询问者在学龄前涉嫌虐待受害者回答 "不知道 "后的反应,以及儿童对这些拒绝的反应。访谈者的反应被二分法编码为访谈者接受(即过渡到下一个合乎逻辑的问题或围绕之前提到的细节提出问题)或访谈者拒绝(即重复问题或对回忆能力作出负面评论)。结果显示,面试官接受儿童 "不知道 "回答的比例为 75.3%,拒绝回答的比例为 24.7%。当面试官拒绝儿童的 "不知道 "回答时,75.9% 的后续回答与儿童最初的回答相矛盾。这些结果表明,面试官在学龄前儿童回答 "不知道 "后的拒绝可能具有暗示性。
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来源期刊
Applied Cognitive Psychology
Applied Cognitive Psychology PSYCHOLOGY, EXPERIMENTAL-
CiteScore
4.30
自引率
8.30%
发文量
111
期刊介绍: Applied Cognitive Psychology seeks to publish the best papers dealing with psychological analyses of memory, learning, thinking, problem solving, language, and consciousness as they occur in the real world. Applied Cognitive Psychology will publish papers on a wide variety of issues and from diverse theoretical perspectives. The journal focuses on studies of human performance and basic cognitive skills in everyday environments including, but not restricted to, studies of eyewitness memory, autobiographical memory, spatial cognition, skill training, expertise and skilled behaviour. Articles will normally combine realistic investigations of real world events with appropriate theoretical analyses and proper appraisal of practical implications.
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