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The primary aim of the study was to evaluate investigative interviews from the perspectives of the children, comparing children who drew with children who did not. One hundred twenty-five children, alleged victims of sexual abuse, were asked about their investigative experience. The uniqueness of the study is that all of the interviews were conducted according to the NICHD Protocol and that children were randomly assigned into one of the two research conditions (drawing vs. non-drawing). The results clearly demonstrate the advantage that drawing has on the children's experience of the investigation, with children in the drawing group more often reporting feelings of hope and success. This study provides practical guidelines for practitioners by emphasizing the beneficial effects that drawing can have. The study stresses the importance of integrating into forensic investigations interventions that enhance children's testimonies and ensure that the investigation is an empowering experience that generates feelings of trust, self-worth, and justice. 相似文献
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This study investigated the effectiveness of assessing young children’s meta-cognition in different contexts (i.e., individual
learning (IL), peer assisted learning (PAL) and self-reports). Additionally, the contributions of declarative and procedural
meta-cognition in IL and PAL, TOM and language ability on children’s cognitive performance (recalling a series of pictures)
were examined. Sixty-four 4–5-year-old children (M = 5.14; SD = 0.72), randomly selected from two Israeli kindergartens, participated in the study. Children were first asked
in an individualized setting to recall a series of nine pictures; they were then asked (self-report) to tell the interviewer
how they tried to recall the pictures. Finally, they were asked to assist a peer in recalling the pictures in a PAL situation.
All the children’s verbal and non-verbal behaviors were coded and analyzed. In addition, the children’s language ability and
Theory of Mind (TOM) were assessed. The findings indicated significant differences between children’s declarative (self-report)
and procedural meta-cognitive behavior in IL and PAL. Procedural meta-cognition in PAL and TOM predicted cognitive performance
even when procedural meta-cognition in IL, declarative meta-cognition and language ability were controlled for. The findings
are discussed in light of recent research on meta-cognition in young children. 相似文献
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Self-teaching in normal and disabled readers 总被引：1，自引：0，他引：1
This study set out to investigate the self-teaching of good and poor readers in pointed Hebrew – a highly regular orthography. Four groups of children (three groups in Grades 4 to 6, and one group in Grade 2) were included in this study; poor readers with large discrepancies between IQ and reading (dyslexics), IQ-nondiscrepant poor readers (non-dyslexic or garden-variety poor readers), chronological-age matched normal readers, and a group of younger normal readers matched to the older garden-variety group on both reading and mental age. It was hypothesized that primary deficits in phonological recoding (decoding) would impair the identification of novel target words (fictitious names of fruits/towns/stars/coins, etc.) appearing in text, which, in turn, would lead to deficient orthographic memory for target spellings. Alternative predictions were derived with regard to the degree of orthographic deficiency. According to the compensatory processing hypothesis, orthographic learning was expected to be relatively less impaired among disabled readers compared to normal readers. The alternative dissociation hypothesis, on the other hand, predicts that disabled readers orthographic learning would be significantly more impaired than that of normal readers. Neither hypothesis was supported. Impaired orthographic learning, commensurate with levels of target decoding success, was evident in the post-test spelling and orthographic choices of both groups of poor readers. Indeed, a close link was observed between levels of target word decoding and the acquisition of orthographic information among all three older groups of children. No qualitative differences between dyslexics and garden-variety poor readers emerged in patterns of self-teaching. While the data from the three older groups supported a model of developmental delay rather than deviance, findings from the younger reading-age/mental-age controls revealed startling qualitative divergence in orthographic learning. No statistically reliable evidence was obtained for orthographic learning in these younger beginning readers who displayed an essentially surface pattern of non-lexical reading. A hybrid orthographic sensitivity hypothesis was proposed to account for these data, according to which an initially surface-style of word reading engendered by a highly regular orthography gives way to a highly specialized print-specific (orthographic) processing advantage that develops in the course of the second school year as an outgrowth of a critical volume of print experience. 相似文献
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This study examined age differences in 299 preschoolers' responses to investigative interviewers' questions exploring the suspected occurrence of child abuse. Analyses focused on the children's tendencies to respond (a) at all, (b) appropriately to the issue raised by the investigator, and (c) informatively, providing previously undisclosed information. Linear developmental trends characterized all types of responding. When the types of prompts were considered, 3- to 4-year-olds responded slightly more informatively to specific (directive) recall prompts than to open-ended prompts whereas children aged 5 and older were more responsive to open-ended recall prompts. The findings suggest that even 3-year-olds can provide information about experienced events when recall processes are activated, although the ability to provide narrative responses to open-ended recall prompts only becomes reliable later in development. 相似文献
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Child abuse is a social problem that receives much attention from policy makers, practitioners, and researchers. This alarming phenomenon generates many consequences for children, their families, and society as a whole; one tragic consequence of child abuse is filicide. Because of the unfortunate circumstances surrounding such events, children are hushed by their perpetrators, whether abusers or killers, and we are thus denied the opportunity to hear their voices and to promote understanding of the phenomenon. The aim of the current study is to explore in depth the patterns and themes that can be found in the narratives of children who survived a murder attempt by one of their parents. Content analysis was performed on seven investigative interviews with children using thematic analysis. Five key categories were determined based on the children's narratives: (a) many bad things have happened to me, (b) this was not the first time I was abused by my parent, (c) I am concerned about my parent, (d) I am alive thanks to my siblings, and (e) it is hard to remember what exactly happened. This study contributes to the understanding of child physical abuse and filicide. The discussion integrated conclusions for policy makers and practitioners who seek methods of addressing child abuse as well as determining whether and how filicide can be prevented. 相似文献
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Cilly Shohet Moran Shay Carmit Almog-Greenberg 《Journal of Experimental Education》2019,87(3):517-529
The current study examined the effect of a friend’s presence on toddlers’ behavior in high child-to-staff-ratio daycare settings. Toddlers (N?=?38) were video-observed in the presence or absence of a verified friend in two situations that burden staff: morning separation and lunchtime (overall, 152 video observations). Higher levels of positive social engagement, fewer agonistic behaviors toward peers, and fewer occurrences of distress were observed in the friend’s presence. The duration of morning separations decreased by half and toddlers contacted the caregiver less during separations and exhibited more prosocial behaviors. Overall, toddlers demonstrated greater empathic concern when their friend was present. During lunchtime, they also displayed greater concern toward peers other than their friend. Friendship, even at a very young age, can constitute a meaningful emotional resource for soothing and security. 相似文献
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ObjectiveThe current study aimed to explore the frequency and effects of multipart prompts on the testimonies of children who were alleged victims of sexual abuse and were interviewed using the National Institute of Child Health and Human Development (NICHD) Investigative Protocol. The effects of the multipart prompts were studied by considering the type of prompt given to the children and examining the richness of the children's testimonies (e.g., the number of words and the number of forensic details) and the ways the children contended with these prompts (e.g., which demand they answered, whether they signaled misunderstanding).Method71 Israeli children aged 4–9 years were interviewed after a complaint of single incident of sexual abuse by a perpetrator who was not a family member. All of the interviews that met the specified criteria and were conducted within a specified period were included in this study. Two raters identified simple versus multipart prompts and analyzed the children's responses.ResultsThe results clearly showed that multipart prompts were used in most interviews, regardless of the child's age. An average of 5.58 multipart prompts per interview was given. The effects of the multipart prompts were destructive and harmed the length and the richness of the children's testimonies. Children of all ages failed to signal their lack of understanding of multipart prompts, and 24% of their responses were unintelligible. When the children did produce a relevant and substantive answer, they primarily responded to the last demand in the multipart prompt and rarely provided an answer to both demands.ConclusionsThe study clearly indicates that even well-trained investigative interviewers present inappropriate multipart prompts to children. The findings contribute to the existing knowledge about the adverse effect that multipart prompts have on children's narratives, indicating that children of all ages provided poorer testimonies in response to multipart prompts. The systematic knowledge accumulated in both laboratory and field studies indicates that it is necessary to eliminate the use of multipart prompts by updating existing practical guidelines and training courses. 相似文献
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