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Developmental Differences in Children’s Learning and Use of Forensic Ground Rules During an Interview About an Experienced Event

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dc.contributor.author Brown, D. A., Lewis, C. N., Lamb, M. E., Gwynne, J., Kitto, O., & Stairmand, M.
dc.date.accessioned 2022-09-23T15:06:07Z
dc.date.available 2022-09-23T15:06:07Z
dc.date.issued 2019
dc.identifier.citation Brown, D. A., Lewis, C. N., Lamb, M. E., Gwynne, J., Kitto, O., & Stairmand, M. (2019). Developmental differences in children’s learning and use of forensic ground rules during an interview about an experienced event. Developmental Psychology, 55(8), 1626. en_US
dc.identifier.uri https://psycnet.apa.org/fulltext/2019-32301-001.html
dc.identifier.uri http://hdl.handle.net/11212/5565
dc.description.abstract Children often answer questions when they do not have the requisite knowledge or when they do not understand them. We examined whether ground rules instruction—to say “I don’t know,” to tell the truth, and to correct the interviewer when necessary—assisted children in applying those rules during an interview about a past event and whether doing so was associated with more accurate accounts. We compared children with intellectual disabilities (mild or moderate severity, n = 44, 7–12 years) with 3 groups of typically developing children (2 matched for mental age, and 1 for chronological age, n = 55, 4–12 years) on their understanding of 3 ground rules, their use of these rules in an interview, and their accuracy in recalling a personally experienced event. Many children were able to demonstrate proficiency with the rules following simple instruction but others required additional teaching. Children applied the rules sparingly in the interview. Their scores on the practice trials of each rule were unrelated to each other, and to the use of the rules in context. Their developmental level was significantly related to both of these skills. Regression models showed that developmental level was the best predictor of children’s accuracy when they recounted their experience during the interview but that use of responses consistent with the rules, in conjunction with developmental level, predicted accurate resistance to suggestive questions. Future research should identify how best to prepare children of different ages and cognitive abilities to answer adults’ questions appropriately. en_US
dc.language.iso en en_US
dc.publisher Developmental Psychology en_US
dc.subject child sexual abuse en_US
dc.subject eyewitness testimony en_US
dc.subject intellectual disability en_US
dc.subject forensic interview en_US
dc.subject court en_US
dc.subject ground rules en_US
dc.title Developmental Differences in Children’s Learning and Use of Forensic Ground Rules During an Interview About an Experienced Event en_US
dc.type Article en_US


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