OBJECTIVE Two studies examined 4-7-year-old maltreated children's "I don't know" (IDK) responses to wh- questions after receiving various interview instructions. HYPOTHESES We predicted (H1) children would be less inclined to give IDK responses and more inclined to guess to color/number questions compared to other wh- questions; (H2) IDK instructions would increase children's IDK responding compared to no instructions, with an increase in accuracy; but (H3) instructions would be less effective in reducing guessing for color/number questions than other wh- questions. In Study 1, we predicted that (H4) verbalizing a commitment to answer IDK would be particularly effective. In Study 2, we predicted that (H5) IDK instructions would reduce children's accurate corrective responses, but that (H6) the negative effect of IDK instructions on corrective responses would be alleviated by a "correct the interviewer" instruction. METHOD Across 2 studies, 301 four- to seven-year-old (M = 5.60, SD = 1.09) maltreated children viewed videos and answered wh- questions about true and false details. Both studies included a within-subjects manipulation of wh- types (color/number & wh- detail) and a between-subjects manipulation of instructions (Study 1: IDK practice, IDK practice/verbalize, control; Study 2: IDK, correct me, IDK + correct me, control). RESULTS In both studies, (a) color/number questions elicited more guessing than wh- detail questions, (b) IDK instructions decreased inaccurate responses, but they also decreased accurate responses, including accurate corrective responses, and (c) IDK instructions had a larger effect on wh- detail questions, reducing accurate corrective responses. In Study 1, verbalization failed to enhance the effect of instructions. In Study 2, the negative effect of IDK instructions on accurate corrective responses was not alleviated by instructions to correct the interviewer. CONCLUSIONS Among young maltreated children, color/number questions elicit higher rates of guessing than other wh- questions. IDK instructions reduced inaccurate responses, but also reduced accurate responses. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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不知道在受虐待的年幼儿童中的反应：wh-问题类型和强化访谈指导的影响。

目的 两项研究检查了 4-7 岁受虐待儿童在收到各种采访指示后对 wh- 问题的“我不知道” (IDK) 反应。假设 我们预测 (H1) 与其他 wh- 问题相比，儿童不太倾向于给出 IDK 回答，而更倾向于猜测颜色/数字问题；（H2）IDK指令相比没有指令会增加儿童的IDK反应，并提高准确性；但是（H3）指令在减少颜色/数字问题的猜测方面不如其他 wh- 问题有效。在研究 1 中，我们预测 (H4) 口头承诺回答 IDK 会特别有效。在研究 2 中，我们预测 (H5) IDK 指令会降低儿童的准确纠正反应，但是（H6）IDK 指令对纠正反应的负面影响将通过“纠正面试官”指令得到缓解。方法 在 2 项研究中，301 名 4 至 7 岁（M = 5.60，SD = 1.09）受虐待儿童观看视频并回答有关真假细节的问题。两项研究都包括对 wh- 类型（颜色/数字和 wh- 细节）的受试者内操纵和对指令的受试者间操纵（研究 1：IDK 练习，IDK 练习/语言，控制；研究 2：IDK，纠正我，IDK+纠正我，控制）。结果 在这两项研究中，（a）颜色/数字问题比 wh-detail 问题引起更多的猜测，（b）IDK 指令减少了不准确的回答，但它们也减少了准确的回答，包括准确的纠正回答，(c) IDK 指令对详细问题的影响更大，降低了准确的纠正反应。在研究 1 中，语言化未能增强指令的效果。在研究 2 中，IDK 指令对准确纠正反应的负面影响并没有因纠正访员的指令而减轻。结论 在受虐待的年幼儿童中，颜色/数字问题比其他 wh 问题引起更高的猜测率。IDK 指令减少了不准确的响应，但也减少了准确的响应。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。IDK 指令对准确纠正反应的负面影响并没有通过纠正访员的指令得到缓解。结论 在受虐待的年幼儿童中，颜色/数字问题比其他 wh 问题引起更高的猜测率。IDK 指令减少了不准确的响应，但也减少了准确的响应。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。IDK 指令对准确纠正反应的负面影响并没有通过纠正访员的指令得到缓解。结论 在受虐待的年幼儿童中，颜色/数字问题比其他 wh 问题引起更高的猜测率。IDK 指令减少了不准确的响应，但也减少了准确的响应。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。