Narrative skill and testimonial accuracy in typically developing children and those with intellectual disabilities

Children must describe maltreatment coherently for their testimony to be influential in court. We know little about how well children with intellectual disabilities (CWID) describe their experiences relative to typically developing (TD) children, despite CWID's vulnerability to maltreatment. We investigated children's reports of an experienced event and compared coherence in CWID (mild to moderate impairment: 7–11 years) with TD children matched for mental (4–10 years) or chronological age (7–11 years). All children included important markers of narrative coherence in their reports. Children with lower mental ages, particularly those with an intellectual disability, included fewer markers of narrative coherence in their reports than children with higher mental ages. Individual markers of narrative coherence, particularly recall of content, predicted accuracy of testimony and resistance to suggestion even when disability and mental age were taken into account. These findings highlight the importance of helping children to describe their experiences coherently.     

Motivational Approaches to Intellectual Vice

Despite the now considerable literature on intellectual virtue, there remains relatively little philosophical discussion of intellectual vice. What discussion there is has been shaped by a powerful assumption—that, just as intellectual virtue requires that we are motivated by epistemic goods, intellectual vice requires that we aren't. In this paper, I demonstrate that this assumption is false: motivational approaches cannot explain a range of intuitive cases of intellectual vice. The popularity of the assumption is accounted for by its being a manifestation of a more general understanding of vice as an inversion or mirror image of virtue. I call this the inversion thesis, and argue that the failure of the motivational approach to vice exposes its limitations. I conclude by suggesting that recognizing these limitations can help to encourage philosophical interest in intellectual vice.     

Iconicity in the speech of children and adults

Iconicity – the correspondence between form and meaning – may help young children learn to use new words. Early‐learned words are higher in iconicity than later learned words. However, it remains unclear what role iconicity may play in actual language use. Here, we ask whether iconicity relates not just to the age at which words are acquired, but also to how frequently children and adults use the words in their speech. If iconicity serves to bootstrap word learning, then we would expect that children should say highly iconic words more frequently than less iconic words, especially early in development. We would also expect adults to use iconic words more often when speaking to children than to other adults. We examined the relationship between frequency and iconicity for approximately 2000 English words. Replicating previous findings, we found that more iconic words are learned earlier. Moreover, we found that more iconic words tend to be used more by younger children, and adults use more iconic words when speaking to children than to other adults. Together, our results show that young children not only learn words rated high in iconicity earlier than words low in iconicity, but they also produce these words more frequently in conversation – a pattern that is reciprocated by adults when speaking with children. Thus, the earliest conversations of children are relatively higher in iconicity, suggesting that this iconicity scaffolds the production and comprehension of spoken language during early development.     

The psychology of face construction: Giving evolution a helping hand

Face construction by selecting individual facial features rarely produces recognisable images. We have been developing a system called EvoFIT that works by the repeated selection and breeding of complete faces. Here, we explored two techniques. The first blurred the external parts of the face, to help users focus on the important central facial region. The second, manipulated an evolved face using psychologically‐useful ‘holistic’ scales: age, masculinity, honesty, etc. Using face construction procedures that mirrored police work, a large benefit emerged for the holistic scales; the benefit of blurring accumulated over the construction process. Performance was best using both techniques: EvoFITs were correctly named 24.5% on average compared to 4.2% for faces constructed using a typical ‘feature’ system. It is now possible, therefore, to evolve a fairly recognisable composite from a 2 day memory of a face, the norm for real witnesses. A plausible model to account for the findings is introduced. Copyright © 2010 John Wiley & Sons, Ltd.     

Text anxiety on cognitive ability test can result in differential predictive validity of academic performance

This paper investigates whether test anxiety leads to differential predictive validity in academic performance. Our results show that the predictive validity of a cognitive ability test, using final exam performance as a criterion, decreased a small amount as Worry (the cognitive aspect of anxiety) increased but was unaffected by Emotionality (the physiological aspect of anxiety). These results suggest that cognitive ability tests may be more useful as predictors of performance for low anxiety test-takers. These findings are discussed in the context of the interference and deficit perspectives of test anxiety.     

How Do Body Diagrams Affect the Accuracy and Consistency of Children's Reports of Bodily Touch Across Repeated Interviews?

We examined the amount, accuracy, and consistency of information reported by 58 5‐ to 7‐year‐old children about a staged event that included physical contact/touching. Both 1 and 7 months following the event, children were asked both open and yes/no questions about touch [i] when provided with human body diagrams (HBDs), [ii] following instruction and practice using the HBDs, or [iii] without HBDs. Children interviewed with HBDs reported more information at 7 months, but a high proportion of inaccurate touches. Children seldom repeated touch‐related information across the two interviews and did not incorporate errors made in the 1‐month interview into their open‐ended accounts 6 months later. Asking children to talk about innocuous touch may lead them to report unreliable information, especially when HBDs are used as aids and repeated interviews are conducted across delays that resemble those typical of forensic contexts. Copyright © 2011 John Wiley & Sons, Ltd.