视觉心理学研究与儿童证人实践

J. Motzkau
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引用次数: 2

摘要

本章探讨了视觉在法律实践和心理学研究中的作用,重点关注儿童虐待调查背景下的儿童记忆和证词问题。本章报告了一项比较英格兰/威尔士和德国儿童证人实践的研究项目的经验和发现(Motzkau, 2006),说明了视觉如何在整个研究过程中发挥作用,在谈判儿童记忆和可信度的实践中成为一个重要但往往模棱两可的仲裁者。它概述了视觉效果如何模糊地影响儿童提供证据的经验,以及评估其陈述可信度的条件。本章特别侧重于英国引入的视频技术的作用,作为特别措施的一部分,为儿童和弱势证人提供更好的诉诸司法的机会。根据法庭观察和对法律专业人士的采访数据,本文说明了视频如何在实践中宣称自己是一个参与者,一个自主的代理证人,拥有自己的凝视和模糊的声音。本章强调了考虑视觉与文本数据的重要性;它强调需要反思通过视觉技术介导的凝视的方向和功效;它指出了由于使用视觉数据而产生的隐形空间的问题;讨论了视觉如何对数据的完整性和研究人员自己的完整性提出质疑;并研究了时间如何影响数据的收集、解释和查看。在分析的背景下,本章揭示了可见和可见之间的持续滑动,这是看和说之间的脱节(德勒兹1986)。在这种背景下,德勒兹(1986)关于福柯的工作可以在巩固心理学视觉研究的理论框架方面发挥重要作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The visual in psychological research and child witness practice
This chapter explores the role of the visual in legal practice and psychological research, focussing on issues of children’s memory and testimony in the context of child abuse investigations. Reporting experiences and findings from a research project that compared child witness practice in England/Wales and Germany (Motzkau, 2006), the chapter illustrates how the visual asserted itself throughout the research process, emerging as an important and often equivocal arbiter within practices negotiating children’s memory and credibility. It is outlined how the effect of the visual ambiguously shapes children’s experience of giving evidence and the conditions under which the credibility of their statements are assessed. The chapter focuses in particular on the role of video technology introduced in the UK, as part of special measures to provide better access to justice for children and vulnerable witnesses. Drawing on courtroom observations and data from interviews with legal professionals it is illustrated how in practice the video asserted itself as a participant, an autonomous proxy witness with a gaze and an ambiguous voice of its own. The chapter underlines the importance of considering visual alongside textual data; it highlights the need to reflect about the direction and efficacy of the gaze as mediated through visual technologies; it points to the problem of invisible spaces produced as a result of the use of visual data; discusses how the visual raises questions about the integrity of the date and researchers’ own integrity; and examines the way time influences how data is collected, interpreted and viewed. In the context of the analysis, the chapter reveals a constant slippage between what is visible and what can be said about the visible, a disjunction between seeing and speaking (Deleuze 1986). In this context it is suggested that the work of Deleuze (1986) about Foucault could play an important role for consolidating the theoretical framework of visual research in psychology.
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