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The effects of practice on children's ability to apply ground rules in a narrative interview

Danby, Meaghan C., Brubacher, Sonja P., Sharman, Stefanie J. and Powell, Martine B. 2015, The effects of practice on children's ability to apply ground rules in a narrative interview, Behavioral sciences and the law, vol. 33, no. 4, pp. 446-458, doi: 10.1002/bsl.2194.

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Title The effects of practice on children's ability to apply ground rules in a narrative interview
Author(s) Danby, Meaghan C.ORCID iD for Danby, Meaghan C.
Brubacher, Sonja P.
Sharman, Stefanie J.ORCID iD for Sharman, Stefanie J.
Powell, Martine B.ORCID iD for Powell, Martine B.
Journal name Behavioral sciences and the law
Volume number 33
Issue number 4
Start page 446
End page 458
Total pages 13
Publisher Wiley
Place of publication Chichester, Eng.
Publication date 2015-08
ISSN 1099-0798
Summary Despite the widespread use of ground rules in forensic interview guidelines, it is unknown whether children retain and apply these rules throughout narrative interviews. We evaluated the capacity of 260 five- to nine-year-olds to utilize three ground rules. At the beginning of the interview all children heard the rules; half also practiced them. Children then responded to open-ended prompts about a repeated laboratory event and were assessed for their application of the rules. Logistic regressions revealed that practice only benefitted the use of the "don't know" rule. Although the children accurately answered "don't understand" and "correct me" practice questions, practice appeared to give no greater benefit than just hearing the rules. Results suggest that the current format of ground rule practice in interview guidelines is appropriate for the "don't know" rule, but the other rules may require more extensive practice with this age group. Copyright © 2015 John Wiley & Sons, Ltd.
Language eng
DOI 10.1002/bsl.2194
Field of Research 170102 Developmental Psychology and Ageing
170104 Forensic Psychology
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Grant ID LP120200095
Copyright notice ©2015, Wiley
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Document type: Journal Article
Collection: School of Psychology
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