Earwitness identification performance: the effect of language,target, deliberate strategies and indirect measures

The present study examined whether voice identification performance is influenced by language comprehension (i.e. familiar vs. non‐familiar language) and target presence (target‐present (TP) vs. target‐absent line‐ups (TA)). It also looked at the relationship of deliberate strategies and indirect measures (i.e. confidence, difficulty and pressure) with performance. Sixty Native English speakers were exposed to an auditory event involving 45 to 50 seconds of speech. After 30 minutes delay, participants listened to a voice line‐up (TP or TA) in either a familiar (i.e. English) or unfamiliar language (i.e. French) according to the language spoken during the event, and were then asked to identify the original speaker's voice. Participants demonstrated significantly better performance for the familiar language/TP line‐ups. Participants who reported using the ‘elimination’ strategy were significantly more accurate than participants who reported using either a ‘matching’ strategy or no strategy. Indirect measures were not found to be good predictors of performance, except for confidence regarding TA accuracy. Copyright © 2006 John Wiley & Sons, Ltd.     

The Mystery Man Can Help Reduce False Identification for Child Witnesses: Evidence from Video Line‐ups

It is well established that children (as young as 5 years) can correctly identify a target from a target present (TP) line‐up as accurately as adults; however, when shown a target absent (TA) line‐up, children make more false identifications. In the present study, children aged 5–7 and 8–11 years viewed a film of a staged theft, then 1–2 days later were shown either a TP or TA video line‐up. Half of the witnesses viewed line‐ups that included a ‘mystery man’ (a black silhouette with a white question mark), which they could select if they did not recognise anyone from the line‐up. When the ‘mystery man’ was present in the line‐up, there were significantly fewer false identifications for the TA line‐ups. This study shows that including a silhouette in a video line‐up can help reduce false identifications for children as young as 5 years of age, without reducing correct identifications. Copyright © 2012 John Wiley & Sons, Ltd.     

A comparison of video and static photo lineups with child and adolescent witnesses

In the UK video parades are the preferred method of identification employed in criminal cases. This policy implementation has been employed with little or no evidence concerning its validity. The reported research examines the effect of new video technology on children's identification evidence. The study compared 7–9 and 13–15‐year olds' ability to make identifications from either video or static photo lineups. Two hundred and fifteen participants witnessed a live event and then after a delay of 2–3 days viewed a target present (TP), or target absent (TA) video or photo lineup. For video and photo TP lineups, correct responses did not differ as a function of age. Video lineups produced lower rates of false identifications for the TA lineups, but only for adolescent witnesses. It is concluded that there is nothing contra‐indicated in the use of video identification procedures with children, and possibly certain benefits can accrue from its use. Copyright © 2009 John Wiley & Sons, Ltd.     

Anxious and Nonanxious Children's Face Identification

The impact of stress on children's face identification is not well understood, partly because of the ethical and methodological challenges posed by this line of research. In the present research, such challenges were addressed by having 4‐year‐old and 5‐year‐old children (n = 80) participate in swimming lessons that were anxiety provoking for some, but not all, children. Information processing conditions were also manipulated by varying event frequency and retention interval. Children's identifications were examined after both a short (1.5–4 weeks) and long (1 year) delay. Anxiety was largely unrelated to the accuracy of children's swimming instructor identifications; however, after a long delay, anxiety had a negative effect on correct line‐up rejections. In addition, the confidence–accuracy relation was influenced by the quality of the information processing conditions but only after a short delay. Implications for child witnesses are discussed. Copyright © 2012 John Wiley & Sons, Ltd.     

Eyewitness memory for a simulated misdemeanor crime: the role of age and temperament in suggestibility

The timing of misleading questions within an interview (immediate, 7‐week delay) and temperament characteristics as correlates of suggestibility were examined in two experiments. In Experiment 1, 6/7‐year‐olds, 9/10‐year‐olds, and adults were given general‐to‐specific questions at both intervals or misleading questions initially and general‐to‐specific questions at delay. In Experiment 2, 4/5‐year‐olds, 9/10‐year‐olds, and adults were given general‐to‐specific questions at both intervals or general‐to‐specific questions initially and misleading questions at delay. Introducing misleading questions in the initial interview increased suggestibility for peripheral features, whereas suggestibility for central features was found when misleading questions were asked in the delayed interview. Age changes in recall and elaboration for categorical information were found. Some temperament characteristics were associated with age‐related changes in compliance and suggestibility. Copyright © 2005 John Wiley & Sons, Ltd.     

Developmental progression in the confidence‐accuracy relationship in event recall: insights provided by a calibration perspective

The development of discrimination and realism was investigated in the event recall of 156 8‐year‐olds, 133 10‐year‐olds and 146 adults, using categorical confidence judgements. Target questions were either a mixture of misleading and unbiased (‘non‐bombardment’), or restricted to one question format (‘bombardment’). The confidence judgements of all age groups discriminated between incorrect and correct responses to unbiased questions, but with misleading questions, this ability was undermined in the children, particularly when ‘bombarded’. Calibration‐style analyses of unbiased questions revealed a systematic confidence–accuracy association across age and question mix for unbiased questions. For misleading questions, however, the absence of a drop in performance from intermediate to low confidence at all ages suggested relative underconfidence at the lowest confidence level. At high confidence levels, there was evidence of realistic congruence between confidence and performance in adults, but this was not the case in the 10‐year‐olds when bombarded with misleading questions, or in the 8‐year‐olds, regardless of bombardment. Exploratory analyses of question difficulty revealed poor calibration across ages for difficult unbiased questions, and in the 8‐year‐olds, even for easy unbiased questions when intermixed with misleading questions. Bombardment with difficult misleading questions further undermined children's calibration. Implications for the role of social and cognitive factors in the development of metacognitive monitoring are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

Refining the understanding of inhibitory processes: how response prepotency is created and overcome

Understanding (a) how responses become prepotent provides insights into when inhibition is needed in everyday life. Understanding (b) how response prepotency is overcome provides insights for helping children develop strategies for overcoming such tendencies. Concerning (a), on tasks such as the day‐night Stroop‐like task, is the difficulty with inhibiting saying the name of the stimulus due to the name being semantically related to the correct response or to its being a valid response on the task (i.e. a member of the response set) though incorrect for this stimulus? Experiment 1 (with 40 4‐year‐olds) suggests that prepotency is caused by membership in the response set and not semantic relation. Concerning (b), Diamond, Kirkham and Amso (2002) found that 4‐year‐olds could succeed on the day‐night task if the experimenter sang a ditty after showing the stimulus card, before the child was to respond. They concluded that it was because delaying children’s responses gave them time to compute the correct answer. However, Experiment 2 (with 90 3‐year‐olds) suggests that such a delay helps because it gives the incorrect, prepotent response time to passively dissipate, not because of active computation during the delay.     

Novel lineup methods for improving the performance of older eyewitnesses

Previous research shows that older witnesses demonstrate poorer lineup performance compared to younger adults. Two experiments are presented which investigated the effectiveness of pre‐identification procedures aimed to reduce false identifications made by older adults. In experiment one older adults' demonstrated poorer lineup performance compared to younger adults. However, older adults benefited from pre‐lineup questions and a practice lineup prior to viewing a target absent (TA) lineup. In a second experiment, participants in the practice lineup condition made significantly fewer false identifications and more correct rejections on two TA lineups compared to participants in the control condition. On both target present (TP) lineups there was no significant difference in lineup performance between the two conditions. The effect of pre‐identification procedure on self‐reported lineup decision strategy and memory for non‐biased lineup instructions are discussed, as well as future research directions. Copyright © 2009 John Wiley & Sons, Ltd.     

Developmental changes in attention: the effects of endogenous cueing and of distractors

We used two reaction time tasks to examine age differences in the ability to use an endogenous cue to shift attention covertly and to ignore distractors. In Experiment 1, 8‐year‐olds, 10‐year‐olds and adults (n = 24 per age) were asked to push a button as soon as they detected a target that was presented in a cued, miscued or non‐cued peripheral location at 100, 400 or 800 ms after the appearance of a central cue. In Experiment 2, 10‐year‐olds and adults (n = 24 per age) were asked to indicate which of two shapes appeared in the periphery 400 ms after a central cue, with those shapes surrounded by compatible or incompatible distractors. Unlike previous studies, the data were corrected for a reaction time bias that can inflate the apparent effect of cueing. Children were slower and more variable than adults overall. However, there were no age differences in the effects of the cues in either experiment: at all ages, the speed of responding was increased similarly by correct cueing and slowed similarly by incorrect cueing. Thus, under these conditions, the ability to use endogenous cues to orient covertly to the periphery is already adult‐like by 8–10 years of age, although there may be subsequent changes in the consistency of responding. In Experiment 2, 10‐year‐olds were slowed more than adults by incompatible distractors. Thus, the ability to ignore distracting information is not adult‐like even by 10 years of age. The findings suggest different rates of development for the ability to shift attention following an endogenous cue and for the ability to filter out irrelevant information.     

A Repeated Forced‐choice Line‐up Procedure Provides Suspect Bias Information with No Cost to Accuracy for Older Children and Adults

In two experiments and one follow‐up analysis, we examined the impact of using a repeated forced‐choice (RFC) line‐up procedure with child and adult eyewitnesses. The RFC procedure divides the identification task into a series of exhaustive binary comparisons that produces not only traditional line‐up information (identification decision and confidence) but also information about witness' selection behavior. Experiment 1 revealed that younger children (6‐ to 8‐year‐olds) struggled with the RFC procedure, while older children (9‐ to 11‐year‐olds) performed as well with the RFC procedure as with a simultaneous procedure (with wildcard). Experiment 2 replicated this comparable performance with adults. Witnesses' suspect selection behavior during the RFC was predictive of identification accuracy for older children and adults. A model examined the additional information provided by the RFC in experiments 1 and 2 and provided evidence that witnesses' patterns of responding can be used to estimate suspect selection bias (a proxy for suspect recognition strength) associated with individual line‐up decisions. Copyright © 2017 John Wiley & Sons, Ltd.     

Judgment and action knowledge in speed adjustment tasks: experiments in a virtual environment

Two experiments were conducted to investigate children's and adults’ knowledge of time and speed in action and judgment tasks. Participants had to set the speed of a moving car to a new speed so that it would reach a target line at the same time as a reference car moving at a higher speed and disappearing in a tunnel at the midway point. In Experiment 1 (24 10‐year‐olds, 24 adults), children's and adults’ speed adjustments followed the normative pattern when responses had to be graded linearly as a function of the car's initial speed. In a non‐linear condition, only adults’ action responses corresponded with the normative function. Simplifying the task by shortening the tunnel systematically in Experiment 2 (24 10‐year‐olds, 24 adults) enabled children to grade the speeds adequately in the action conditions only. Adults now produced normative response patterns in both judgment and action. Whether people show linearization biases was thus shown to depend on the interaction of age, task demands and response mode.     

Children's collaborative recall of shared and unshared information

This study examined age differences in collaborative inhibition and the role of inter‐subjectivity, collective information sampling (CIS) and collaborative inhibition for the collaborative recall of shared and unshared information in groups of 7‐ and 9‐year‐old children. Three‐hundred and thirteen 7‐ and 9‐year‐old children recalled memorized wordlists either in real or nominal groups of three. All group members either recalled the same items, or each group member was given some unique items. Nine‐year‐olds, but not 7‐year‐olds, recalled significantly more items in nominal than real groups, a phenomenon called collaborative inhibition. Groups whose interactions were characterized by higher numbers of inter‐subjective exchanges recalled fewer words than groups low in inter‐subjectivity. In both age groups, a higher proportion of shared compared with unshared information was recalled consistent with processes of CIS. However, 7‐year‐olds recalled more unshared items than predicted, suggesting that collaborative inhibition additionally contributes to the recall of shared and unshared items.     

The effects of post ‐identification feedback and age on retrospective eyewitness memory

Two studies examined the effects of post‐identification feedback, age, and retention interval on participants' memories and beliefs about memories for a videotaped event, as captured by a store surveillance camera. After viewing the video, they were then asked to identify the suspect from a target‐absent photo line‐up. After making their identification, some participants were given information suggesting that their identification was correct, while others were given no information about the accuracy of their identification. In both experiments participants who received confirming feedback indicated they were more confident in their identification, paid more attention to the video, and that they were more willing to testify in court than those who received no feedback. The confidence inflation effects of post‐identification feedback did not vary with retention interval or age. These results are consistent with a position focusing on accessibility, which suggests that witnesses have little or no retrievable recollection of how sure they were at the time of their identification. Copyright © 2005 John Wiley & Sons, Ltd.     

The development of attention and response inhibition in early childhood

The goal of this study was to examine the development of attention and response inhibition from ages 5 to 7. Forty children (20 5‐year‐olds and 20 7‐year‐olds) completed four counterbalanced phases of a continuous performance task. Phase 1 was designed to measure attention without distraction, Phase 2 was designed to measure attention with distraction, Phase 3 was designed to measure attention and response inhibition without distraction, and Phase 4 was designed to measure attention and response inhibition with distraction. With regard to attention, 7‐year‐olds performed significantly better than 5‐year‐olds. This age difference was more pronounced when distraction was present. With regard to response inhibition, there were no significant age differences. These results appear to suggest that attention improves between ages 5 and 7 but response inhibition does not. However, conclusions regarding response inhibition were limited because the distraction appeared to have had too powerful an effect on the 5‐year‐olds. Implications and future directions are discussed. Copyright © 2008 John Wiley & Sons, Ltd.     

The effects of intervening experiences on children's memory for a physical examination

To examine the extent to which children's long‐term retention is influenced (both positively and negatively) by intervening events, the impact of three programmed experiences on later recall of the details of a physical examination was explored. Four groups of 3‐ and 5‐year‐olds were established, with all children being interviewed immediately after their check‐ups and then again after 12 weeks. The groups, however, differed in terms of their experiences midway through the delay interval. At each age level, children in three experimental groups received either a complete interview about the physical examination, a return visit to the pediatrician's office, or an opportunity to view a videotape that showed a child receiving an actual check‐up. Children in a fourth group served as controls in that they were not seen during the delay period. Recall of standard features was scored, along with responses to questions concerning procedures that did not occur. The results indicated mixed mnemonic effects for the differential intervening experiences. In comparison to the control group, children at each age who had received an additional interview or who had observed the videotape showed elevated open‐ended recall at the 12‐week interview. In addition, the videotape manipulation, as well as the return visit to the doctor's office, was associated with a marked decrease in the 5‐ but not the 3‐year‐olds' accuracy regarding questions about activities not included in the physical examinations. The results are discussed in terms of factors that affect the facilitation and distortion of memory over long temporal delays. Copyright © 2000 John Wiley & Sons, Ltd.     

The development of emotion recognition from facial expressions and non‐linguistic vocalizations during childhood

Sensitivity to facial and vocal emotion is fundamental to children's social competence. Previous research has focused on children's facial emotion recognition, and few studies have investigated non‐linguistic vocal emotion processing in childhood. We compared facial and vocal emotion recognition and processing biases in 4‐ to 11‐year‐olds and adults. Eighty‐eight 4‐ to 11‐year‐olds and 21 adults participated. Participants viewed/listened to faces and voices (angry, happy, and sad) at three intensity levels (50%, 75%, and 100%). Non‐linguistic tones were used. For each modality, participants completed an emotion identification task. Accuracy and bias for each emotion and modality were compared across 4‐ to 5‐, 6‐ to 9‐ and 10‐ to 11‐year‐olds and adults. The results showed that children's emotion recognition improved with age; preschoolers were less accurate than other groups. Facial emotion recognition reached adult levels by 11 years, whereas vocal emotion recognition continued to develop in late childhood. Response bias decreased with age. For both modalities, sadness recognition was delayed across development relative to anger and happiness. The results demonstrate that developmental trajectories of emotion processing differ as a function of emotion type and stimulus modality. In addition, vocal emotion processing showed a more protracted developmental trajectory, compared to facial emotion processing. The results have important implications for programmes aiming to improve children's socio‐emotional competence.     

Show‐ups: the critical issue of clothing bias

A field study (N = 379) investigated the effects of clothing bias on show‐up identifications using variations in type of clothing (distinct and common), the similarity of clothing between the event and the identification procedure, target‐present and two target‐absent show‐ups (high similarity and low similarity innocent suspects), and time delay. Results showed a significant clothing bias by clothing type interaction on identification accuracy; however, no overall effects of delay or common clothing on identification accuracy were found. With distinct clothing, significant effects of clothing bias and suspect similarity emerged. Implications for police use of show‐ups are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

Behaviors speak louder than explicit reports: Implicit metacognition in 2.5‐year‐old children

Recent research has shown that children as young as age 3.5 show behavioral responses to uncertainty although they are not able to report it explicitly. In this study, we tested the hypothesis that some form of metacognition is already available to guide children's decisions before the age of 3. Two groups of 2.5‐ and 3.5‐year‐old children were asked to complete a forced‐choice perceptual identification test and to explicitly rate their confidence in each decision. Moreover, participants had the opportunity to ask for a cue to help them decide if their response was correct. Our results revealed that all children asked for a cue more often after an incorrect response than after a correct response in the forced‐choice identification test, indicating a good ability to implicitly introspect on the results of their cognitive operations. On the contrary, none of these children displayed metacognitive sensitivity when making explicit confidence judgments, consistent with previous evidence of later development of explicit metacognition. Critically, our findings suggest that implicit metacognition exists much earlier than typically assumed, as early as 2.5 years of age.     

The effect of a prior cognitive interview on children's acceptance of misinformation

This research examined whether a Cognitive interview facilitates correct recall in children aged 4 to 5 and 9 to 10 years, and whether a Cognitive interview given before post‐event misinformation reduces children's reporting of suggestions on subsequent memory tests. Children were presented with an event followed the next day by a Cognitive or a Memorandum interview. Children were then read a post‐event summary containing misleading suggestions. The next day all children were given both standard test and modified forced‐choice cued‐recall tests. The free recall phase of the Cognitive interview elicited the greatest number of correct details. Age differences were found such that 9‐ to 10‐year‐old children's reports were more accurate and more complete than those of the 4‐ to 5‐year‐olds. More correct person, action and object details were reported in a Cognitive interview. Misinformation effects were found in both age groups on the standard test whereas on the modified test such an effect was only found in the 4‐ to 5‐year‐olds. Children's reporting of suggestions was unaffected by prior interview. Copyright © 2003 John Wiley & Sons, Ltd.