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

journal contribution
posted on 01.08.2015, 00:00 authored by Meaghan DanbyMeaghan Danby, Sonja Brubacher, Stefanie SharmanStefanie Sharman, Martine Powell
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.

History

Journal

Behavioral sciences and the law

Volume

33

Issue

4

Pagination

446 - 458

Publisher

Wiley

Location

Chichester, Eng.

ISSN

1099-0798

Language

eng

Publication classification

C Journal article; C1 Refereed article in a scholarly journal

Copyright notice

2015, Wiley