Effects of Cognitive Interviewing, Practice, and Interview Style on Children's Recall Performance

• NCJ Number: 130600
• Author(s): R E Geiselman; K J Saywitz; G K Bornstein
• Date Published: Unknown
• Length: 77 pages
• Grant Number(s): 88-IJ-CX-0033
• Sponsoring Agency: National Institute of Justice (NIJ); US Dept of Justice NIJ Pub
• Sale Source: National Institute of Justice/; NCJRS Photocopy Services
• Publication Type: Research (Applied/Empirical)
• Language: English
• Country: United States of America

Annotation

This study aimed to replicate the usefulness of cognitive interview procedures with juvenile witnesses, to refine all phases and segments of the cognitive interview process, and to evaluate the effects of a practice interview about an innocuous staged event on the accuracy of the formal interview. Thirty-four third-graders and 58 sixth-graders participated in 1 of 3 practice interview conditions: practice with rapport-building only (R), target interview that contained all components of the standard interview procedure (S), and a practice or target interview that contained all components of the cognitive interview procedures (C).

Abstract

The results revealed that "C" interviews conducted by law enforcement personnel concerning the target event elicited more accurate information than "S" interviews; "C" interviews preceded by practice "C" interviews, rather than those preceded by practice "R" interviews, were also more accurate. Although there were few reliable age-related differences, the sixth-graders recalled more correct information and experienced fewer inappropriate exchanges with interviewers than the younger children. In practical terms, this study implies that children's recollections can be improved with memory retrieval techniques. Interviewers should be trained in the use of cognitive methods and positive questioning approaches. 3 tables, 54 references, and 2 appendixes (Author abstract modified)