526
Views
1
CrossRef citations to date
0
Altmetric
Articles

Preparing children for cross-examination: do the practice questions matter?

, &
Pages 858-878 | Received 27 Jul 2015, Accepted 27 May 2016, Published online: 23 Jun 2016

References

  • Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612–637. doi:10.1037//0033-2909.128.4.612
  • Beuscher, E., & Roebers, C. M. (2005). Does a warning help children to more accurately remember an event, to resist misleading questions, and to identify unanswerable questions? Experimental Psychology, 52, 232–241. doi:10.1027/1618-3169.52.3.232
  • Brainerd, C. J., Kingma, J., & Howe, M. L. (1985). On the development of forgetting. Child Development, 56, 1103–1119. doi: 10.2307/1130226
  • Brennan, M., & Brennan, R. (1988). Strange language: Child victims under cross-examination. Wagga Wagga: Riverina Murray Institute of Higher Education.
  • Brubacher, S. P., Poole, D. A., & Dickinson, J. J. (2015). The use of ground rules in investigative interviews with children: A synthesis and call for research. Developmental Review, 36, 15–33. doi:10.1016/j.dr.2015.01.001
  • Cashmore, J., & Trimboli, L. (2006). Child sexual assault trials: A survey of juror perceptions. Crime and Justice Bulletin, 102, 1–20.
  • Cheung, H., Siu, T. C., & Chen, L. (2015). The roles of liar intention, lie content, and theory of mind in children’s evaluation of lies. Journal of Experimental Child Psychology, 132, 1–13. doi:10.1016/j.jecp.2014.12.002
  • Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73–105. doi:10.1111/j.1756-8765.2008.01005.x
  • Chi, M. T. H., & VanLehn, K. A. (2012). Seeing deep structure from the interactions of surface features. Educational Psychologist, 47, 177–188. doi:10.1080/00461520.2012.695709
  • Clement, F., Koenig, M., & Harris, P. (2004). The ontogenesis of trust. Mind and Language, 19, 360–379. doi:10.1111/j.0268-1064.2004.00263.x
  • Davies, E., Devere, H., & Verbitsky, J. (2004). Court education for young witnesses: Evaluation of the pilot service in Aotearoa, New Zealand. Psychiatry, Psychology and Law, 11, 226–235. doi:10.1375/pplt.2004.11.2.226
  • Davies, E., & Seymour, F. W. (1998). Questioning child complainants of sexual abuse: Analysis of criminal court transcripts in New Zealand. Psychiatry, Psychology and Law, 5, 47–61. doi:10.1080/13218719809524919
  • Day, S. B., & Goldstone, R. L. (2012). The import of knowledge export: Connecting findings and theories of transfer of learning. Educational Psychologist, 47, 153–176. doi:10.1080/00461520.2012.696438
  • Eastwood, C., & Patton, W. (2002). The experiences of child complainants of sexual abuse in the criminal justice system. Canberra: Report to Criminology Research Council.
  • Ellis, L. M., Powell, M. B., Thomson, D. M., & Jones, C. (2003). Do simple ‘groundrules’ reduce preschoolers’ suggestibility about experienced and nonexperienced events? Psychiatry, Psychology and Law, 10, 334–345. doi:10.1375/pplt.2003.10.2.334
  • Endres, J., Poggenpohl, C., & Erben, C. (1999). Repetitions, warnings and video: Cognitive and motivational components in preschool children’s suggestibility. Legal and Criminological Psychology, 4, 129–146. doi:10.1348/135532599167725
  • Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. The Journal of the Learning Sciences, 15, 451–498. doi:10.1207/s15327809jls1504
  • Fogliati, R., & Bussey, K. (2015). The effects of cross-examination on children’s coached reports. Psychology, Public Policy, and Law, 21, 10–23. doi:10.1037/law0000036
  • Gee, S., Gregory, M., & Pipe, M. E. (1999). ‘What colour is your pet dinosaur?’ The impact of pre-interview training and question type on children’s answers. Legal and Criminological Psychology, 4, 111–128. doi:10.1348/135532599167716
  • Hanna, K., Davies, E., Crothers, C., & Henderson, E. (2011). Questioning child witnesses in New Zealand’s criminal justice system: Is cross-examination fair? Psychiatry, Psychology and Law, 19, 530–546. doi:10.1080/13218719.2011.615813
  • Hanna, K., Davies, E., Henderson, E., Crothers, C., & Rotherham, C. (2010). Child witnesses in the New Zealand criminal courts: A review of practice and implications for policy. Auckland: Institute of Public Policy.
  • Hayes, D., & Bunting, L. (2013). ‘Just be brave’ – The experiences of young witnesses in criminal proceedings in Northern Ireland. Child Abuse Review, 22, 419–431. doi:10.1002/car.2242
  • Hayes, D., Bunting, L., Lazenbatt, A., Carr, N., & Duffy, J. (2011). The experiences of young witnesses in criminal proceedings in Northern Ireland. Belfast: A Report for the Department of Justice.
  • Howie, P., Kurukulasuriya, N., Nash, L., & Marsh, A. (2009). Inconsistencies in children’s recall of witnessed events: The role of age, question format and perceived reason for question repetition. Legal and Criminological Psychology, 14, 311–329. doi:10.1348/135532508x383879
  • Howie, P., Nash, L., Kurukulasuriya, N., & Bowman, A. (2012). Children’s event reports: Factors affecting responses to repeated questions in vignette scenarios and event recall interviews. British Journal of Developmental Psychology, 30, 550–568. doi:10.1111/j.2044-835X.2011.02064.x
  • Jack, F., & Zajac, R. (2014). The effect of age and reminders on witnesses’ responses to cross-examination-style questioning. Journal of Applied Research in Memory and Cognition, 3, 1–6. doi:10.1016/j.jarmac.2013.12.001
  • Klemfuss, J. Z., Quas, J. A., & Lyon, T. D. (2014). Attorneys’ questions and children’s productivity in child sexual abuse criminal trials. Applied Cognitive Psychology, 28, 780–788. doi: 10.1002/acp.3048
  • Krähenbühl, S., Blades, M., & Eiser, C. (2009). The effect of repeated questioning on children’s accuracy and consistency in eyewitness testimony. Legal and Criminological Psychology, 14, 263–278. doi:10.1348/135532508X398549
  • Lamb, M. E., & Brown, D. A. (2006). Conversational apprentices: Helping children become competent informants about their own experiences. British Journal of Developmental Psychology, 24, 215–234. doi:10.1348/026151005X57657
  • Lyon, T. D. (2002). Applying suggestibility research to the real World: The case of repeated questions. Law and Contemporary Problems, 65, 97–126. doi: 10.2307/1192367
  • Marton, F. (2006). Sameness and difference in transfer. The Journal of the Learning Sciences, 15, 499–535. doi:10.1207/s15327809jls1504
  • Mulder, M. R., & Vrij, A. (1996). Explaining conversation rules to children: An intervention study to facilitate children’s accurate responses. Child Abuse & Neglect, 20, 623–631. doi:10.1016/0145-2134(96)00050-6
  • O’Neill, S., & Zajac, R. (2013a). Preparing children for cross-examination: How does intervention timing influence efficacy? Psychology, Public Policy, and Law, 19, 307–320. doi:10.1037/a0031538
  • O’Neill, S., & Zajac, R. (2013b). The role of repeated interviewing in children’s responses to cross-examination-style questioning. British Journal of Psychology, 104, 14–38. doi:10.1111/j.2044-8295.2011.02096.x
  • Perkins, D. N., & Salomon, G. (2012). Knowledge to go: A motivational and dispositional view of transfer. Educational Psychologist, 47, 248–258. doi:10.1080/00461520.2012.693354
  • Perry, N. W., McAuliff, B. D., Tam, P., Claycomb, L., Dostal, C., & Flanagan, C. (1995). When lawyers question children: Is justice served? Law and Human Behavior, 19, 609–629. doi:10.1007/bf01499377
  • Peters, W. W., & Nunez, N. (1999). Complex language and comprehension monitoring: Teaching child witnesses to recognize linguistic confusion. Journal of Applied Psychology, 84, 661–669. doi: 10.1037/0021-9010.84.5.661
  • Pipe, M. E., Gee, S., Wilson, J. C., & Egerton, J. M. (1999). Children’s recall 1 or 2 years after an event. Developmental Psychology, 35, 781–789. doi: 10.1037/0012-1649.35.3.781
  • Plotnikoff, J., & Woolfson, R. (2009). Measuring up? Evaluating implementation of Government commitments to young witnesses in criminal proceedings. London: NSPCC.
  • Righarts, S., Jack, F., Zajac, R., & Hayne, H. (2014). Young children’s responses to cross-examination style questioning: The effects of delay and subsequent questioning. Psychology, Crime & Law, 21, 274–296. doi:10.1080/1068316X.2014.951650
  • Righarts, S., O’Neill, S., & Zajac, R. (2013). Addressing the negative effect of cross-examination questioning on children’s accuracy: Can we intervene? Law and Human Behavior, 37, 354–365. doi:10.1037/lhb0000042
  • Saywitz, K. J., Snyder, L., & Nathanson, R. (1999). Facilitating the communicative competence of the child witness. Applied Developmental Science, 3, 58–68. doi: 10.1207/s1532480xads0301_7
  • Scoboria, A., & Fisico, S. (2013). Encouraging and clarifying ‘don’t know’ responses enhances interview quality. Journal of Experimental Psychology: Applied, 19, 72–82. doi:10.1037/a0032067
  • Spencer, J. R. (2012). Introduction. In J. R. Spencer & M. E. Lamb (Eds.), Children and cross-examination. Time to change the rules? (pp. 1–20). Oxford: Hart Publishing.
  • Stolzenberg, S. N., & Lyon, T. D. (2014). How attorneys question children about the dynamics of sexual abuse and disclosure in criminal trials. Psychology, Public Policy, and Law, 20, 19–30. doi:10.1037/a0035000
  • Strichartz, A. F., & Burton, R. V. (1990). Lies and truth: A study of the development of the concept. Child Development, 61, 211–220. doi:10.1111/j.1467-8624.1990.tb02773.x
  • Talwar, V., & Crossman, A. M. (2012). Children’s lies and their detection: Implications for child witness testimony. Developmental Review, 32, 337–359. doi:10.1016/j.dr.2012.06.004
  • Talwar, V., & Lee, K. (2002). Emergence of white-lie telling in children between 3 and 7 years of age. Merrill-Palmer Quarterly, 48, 160–181. doi:10.1353/mpq.2002.0009
  • Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions I. Psychological Review, 8, 553–564. doi: 10.1037/h0071363
  • Wellman, F. (1997). The art of cross-examination (4th ed.). New York, NY: Touchstone.
  • Wigmore, J. H. (1974). Evidence in trials at common law (Vol 5). Boston, MA: Little, Brown, and Company.
  • Zajac, R., & Cannan, P. (2009). Cross-examination of sexual assault complainants: A developmental comparison. Psychiatry, Psychology and Law, 16, 36–54. doi:10.1080/13218710802620448
  • Zajac, R., Gross, J., & Hayne, H. (2003). Asked and answered: Questioning children in the courtroom. Psychiatry, Psychology and Law, 10, 199–209. doi:10.1375/pplt.2003.10.1.199
  • Zajac, R., & Hayne, H. (2003). I don’t think that’s what really happened: The effect of cross-examination on the accuracy of children's reports. Journal of Experimental Psychology: Applied, 9, 187–195. doi:10.1037/1076-898X.9.3.187
  • Zajac, R., & Hayne, H. (2006). The negative effect of cross-examination style questioning on children’s accuracy: Older children are not immune. Applied Cognitive Psychology, 20, 3–16. doi:10.1002/Acp.1169
  • Zajac, R., Irvine, B., Ingram, J., & Jack, F. (2016). The diagnostic value of children’s responses to cross-examination questioning. Behavioural Sciences and the Law, 34, 160–177. doi:10.1002/bsl.2215
  • Zajac, R., Jury, E., & O’Neill, S. (2009). The role of psychosocial factors in young children’s responses to cross-examination style questioning. Applied Cognitive Psychology, 23, 918–935. doi:10.1002/Acp.1536
  • Zajac, R., O’Neill, S., & Hayne, H. (2012). Disorder in the courtroom? Child witnesses under cross-examination. Developmental Review, 32, 181–204. doi:10.1016/j.dr.2012.06.006

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.