Effects of Cognitive Interviewing and Practice on Children's Recall Performance

• NCJ Number: 157010
• Journal: Journal of Applied Psychology Volume: 77 Issue: 5 Dated: (1992) Pages: 744-756
• Author(s): K J Saywitz; R E Geiselman; G K Bornstein
• Date Published: 1992
• Length: 13 pages
• Grant Number(s): DOJ-88-IJ-CX-D-016; SJI-88-11J-D-016
• Sponsoring Agency: National Institute of Justice (NIJ); US Dept of Justice NIJ Pub; State Justice Institute
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This article presents data obtained from two experiments to determine the effects of cognitive interviewing and practice on children's recall performance.

Abstract

In the first experiment a staged event was carried out that involved a private encounter between an unfamiliar man and two children. Results showed that questioning techniques based on principles from cognitive psychology significantly increased the number of correct facts recalled by both 7- to 8-year-olds and 10- to 11-year-olds over that gained with standard interview procedures and without affecting the number of incorrect items generated. These results were replicated in the second experiment with a different staged event and with 8-to 9-year-olds and 11- to 12-year-olds. The second experiment also assessed the impact of a prior practice cognitive interview, and practice was found to be effective for both age groups. Tables, references, appendixes