ABSTRACT

Cross-examination is detrimental to the consistency and accuracy of children’s reports and a re-direct interview may rehabilitate accuracy. We compared the effects of cross-examination on reports provided by single-event and repeated-event children. Children participated in one or five magic shows. One week later they were interviewed in a supportive manner (Interview 1). Next, a different interviewer cross-examined half the children or asked the other children all questions again (Interview 2). Finally, the initial interviewer re-directed the children by re-asking questions in a supportive manner (Interview 3). When defined narrowly (the instance children were asked to describe), cross-examination was more detrimental to single-event children and the re-direct interview rehabilitated correct responses for all children. When defined broadly (experienced details), cross-examination was more detrimental to repeated-event children and the re-direct did not rehabilitate correct responses for repeated-event children. Therefore when performance was off the floor, cross-examination was more detrimental to repeated-event children. The changes that repeated-event children make under cross-examination are explained by cognitive factors and social influences Ost et al., [2016]. Recall, verbatim memory and remembered narratives. In G. Oxburgh (Ed.), Communication in investigative and legal contexts: Integrated approaches from forensic psychology, linguistics and law enforcement (pp. 39–54). Wiley Blackwell).

摘要

交叉询问不利于儿童报告的一致性和准确性，而重新直接面谈可能会恢复准确性。我们比较了交叉询问对单一事件和重复事件儿童提供的报告的影响。孩子们参加了一到五场魔术表演。一周后，他们以支持的方式接受了采访（采访 1）。接下来，另一位采访者对一半的孩子进行了盘问，或者再次询问了其他孩子的所有问题（采访 2）。最后，最初的采访者通过以支持的方式重新提问来重新引导孩子们（采访 3）。当定义狭隘时（要求儿童描述的实例），交叉询问对单一事件儿童更有害，重新直接访谈恢复了所有儿童的正确回答。当定义广泛（经验丰富的细节）时，交叉询问对重复事件的儿童更有害，并且重新指导并没有恢复对重复事件儿童的正确反应。因此，当表现不佳时，盘问对重复事件的孩子更有害。反复发生的儿童在交叉询问下所做的变化可以通过认知因素和社会影响来解释 Ost et al., [2016]。回忆，逐字记忆和记住的叙述。在 G. Oxburgh (Ed.), 反复发生的儿童在交叉询问下所做的变化可以通过认知因素和社会影响来解释 Ost et al., [2016]。回忆，逐字记忆和记住的叙述。在 G. Oxburgh (Ed.), 反复发生的儿童在交叉询问下所做的变化可以通过认知因素和社会影响来解释 Ost et al., [2016]。回忆，逐字记忆和记住的叙述。在 G. Oxburgh (Ed.),调查和法律背景下的交流：法医心理学、语言学和执法的综合方法（第 39-54 页）。威利布莱克威尔）。