Return to search results
Effects of Cognitive Interviewing, Practice, and Interview Style on Children's Recall Performance in California, 1989-1990
This data collection, designed to improve the quality of
children's testimony in court, evaluates how different types of
interview formats affect the completeness and accuracy of children's
recall performance. Specifically, the study assesses the impact of a
"practice interview" about an event on the completeness and accuracy
of later reports about a second, unrelated event. Three interview
conditions were employed, and each condition consisted of both a
practice interview and a target interview. The three conditions were
RS, RC, and CC, where "R" represents a practice session with
rapport-building only, "S" represents a target interview that
contained all components of the standard interview procedure, and
"C" represents either a practice or target interview that contained
all components of the cognitive interview procedure. In
rapport-building sessions, interviewers talked about school
activities, family life, and favorite games with the child. In
standard and cognitive interview sessions, the rapport-building
sessions were followed by a request from the interviewer for the child
to verbalize a narrative account of "what happened" during an event
that had been previously staged by the experimenter. This narrative
account was then followed by the interviewer's request for additional
information about the event. Cognitive interviews also included
several additional questions that were hypothesized to improve recall
performance. The number of correct items recalled and the number of
incorrect items generated were used to compare the performance of
children in the three interview conditions.
Complete Metadata
| bureauCode |
[ "011:21" ] |
|---|---|
| dataQuality | false |
| identifier | 2819 |
| issued | 1992-10-31T00:00:00 |
| language |
[ "eng" ] |
| programCode |
[ "011:060" ] |
