The effects of question type on self‐contradictions by children in the course of forensic interviews

By M. Lamb, Angèle Fauchier. 2001

176 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/817940965e4a829ab968153d2882b448512c4826

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Mairi Benson
2. Y. Orbach
3. Phillip W. Esplin
4. M. Lamb
5. Martine B. Powell
6. Mark L. Howe

In Cognitive Neuroscience

1. Martine B. Powell
2. Mairi Benson
3. M. Lamb
4. I. Hershkowitz
5. Y. Orbach
6. Phillip W. Esplin
7. Lauren M. Knott
8. Mark L. Howe

In Social Psychology

1. Martine B. Powell
2. Mairi Benson
3. M. Lamb
4. I. Hershkowitz
5. Y. Orbach
6. Phillip W. Esplin
7. Lauren M. Knott
8. Mark L. Howe

Citations in the corpus

• A structured forensic interview protocol improves the quality and informativeness of investigative interviews with children: a review of research using the NICHD Investigative Interview Protocol. (2007, background): “…laboratory, responses to open-ended questions posed by forensic interviewers are more likely to be accurate than responses to more focused prompts which are, in turn, more likely to be erroneous (Lamb, Orbach, Hershkowitz, Horowitz, & Abbott, 2007; Lamb & Fauchier, 2001; Orbach & Lamb, 1999, 2001).”
• INVITED REVIEW The fallibility of memory in judicial processes: Lessons from the past and their modern consequences (2015, background): “Research has shown that open-ended questions are much more likely to elicit accurate information than that elicited using more focused recognition responses (Lamb & Fauchier, 2001; Orbach & Lamb, 1999, 2001).”
• Evaluation of a comprehensive interactive training system for investigative interviewers of children (2015, background): “Such questions limit the witness’ response options, elicit less accurate information and are more prone to error than openended questions (Cederborg et al., 2000; Lamb & Fauchier, 2001; Lamb, Orbach, Hershkowitz, Horowitz & Abbott, 2007; Orbach & Lamb, 2001; Sternberg et al., 1996).”
• Conversational apprentices: Helping children become competent informants about their own experiences (2006, background): “…elicit less accurate responses than open-ended prompts (e.g. Dent, 1982, 1986; Dent & Stephenson, 1979; Hutcheson, Baxter, Telfer, & Warden, 1995; Lamb & Fauchier, 2001; Oates & Shrimpton, 1991; Orbach & Lamb, 2001), and may even cause erroneous information to be incorporated into children’s…”
• Is Ongoing Feedback Necessary to Maintain The Quality of Investigative Interviews With Allegedly Abused Children? (2002, background): “…using openended prompts is preferable because it is more likely to be accurate (Dale et al., 1978; Dent, 1986; Dent & Stephenson, 1979; Goodman & Aman, 1990; Goodman et al., 1991; Hutcheson et al., 1995; Lamb & Fauchier, 2001, Oates & Shrimpton, 1991; Orbach & Lamb, 2001; Ornstein et al., 1992).”