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This article presents a reflection on what the qualitative interview method conducted with students can provide to (mathematics) education research in terms of in-depth knowledge and what critical methodological points should be taken into consideration. Repeated interviews with the same students in relation to research quality is considered. The argument is that repeated interviews can provide in-depth knowledge and a grasp of students' understandings. Critical points to consider when gaining in-depth knowledge are person-dependency, process ethics, connections between repeated interviews as a method and the aim, and the re-interview effect. These are important to discuss and reflect on throughout the research process, as they can function as quality criteria when producing in-depth knowledge in qualitative research with repeated interviews. [ABSTRACT FROM AUTHOR]

The current experiment examined the effects of combining two interview techniques on information elicitation and lie detection in multiple interviews. Participants were interviewed online over three weeks. Two‐thirds of the participants (n = 114) were presented with the model statement (MS) interview technique in Interview 1 and were asked to sketch and narrate in Interview 2 (MS‐Sketch condition) or vice versa (Sketch‐MS condition). In Interview 3, all participants provided a free recall. The remaining one‐third of participants (n = 61) provided only a free recall in the three interviews. Truth tellers reported more information than lie tellers in all three interviews. In Interview 2, the Sketch‐MS condition elicited more new information and cues to deceit than the other conditions. The results imply that veracity effects are consistent across multiple interviews and the MS is effective for eliciting information and cues to deceit when preceded by an initial recall. [ABSTRACT FROM AUTHOR]

This paper summarises the knowledge about transition from the third age to what is called the fourth age. The study understands ageing as an embodied process and explores the meanings that are attached to the body in the narratives of older persons who have acquired impairment in later life and are receiving care. Because the onset of impairment and infirmity marks a point of transition, the study considers the bodily aspects of the ageing process as key elements, despite this being highly problematic in current social gerontology. The authors call for a complex approach to understanding the meanings of the body in the transitions into old age and drawing on their own study based on three repeated interviews with ten older adults conducted over the course of one year (8 women, mean age = 83.8 years), they explore the meanings that are attached to the body in the context of receiving care. Their analysis of the personal accounts and narratives of everyday activities from the participants in their study revealed that embodiment in action is the main topic through which participants experienced their everydayness. The meanings of embodiment in action are shaped and reconstructed on three dimensions that capture important processes of embodiment in action: the sensing of the body (the Body as an Organiser of Activities), anticipation of the body (the Body as an Uncertain Companion), and the managing of the body (the Body as Work to Be Done). The findings offer insights into the processes of transitions in old age, in which the emotional, social, and behavioural aspects of embodiment in action, rather than age, play the key role. The study further highlights that the meanings of the body are complex, highly relevant, and should not be overlooked within the organisational practice of social and health care. [ABSTRACT FROM AUTHOR]

In the UK and some US states, video-recorded investigative interviews of child victims/witnesses can be presented in court as the child's evidence-in-chief. However, there is scarce advice or research on the effect that presenting different sections of the interviews may have on juror perceptions of the child's testimony. Two aspects of testimony presentation are examined here: first, whether to show the rapport-building phase of the interview, and second, the presentation of multiple interviews (i.e. more than one interview with the same child). Participants (n = 103) informed they were watching two interviews of the same child separated by a week had more positive perceptions of the child's testimony than those informed they were watching just one extended interview with a ten-minute break. Also, those watching the rapport-building phase had less positive perceptions of the child's testimony than those who did not watch this phase. Participants' perceptions of the interviewer and their case progression decisions were mainly not related to the above presentational differences. Thus, (i) mock-jurors were not inherently biased against multiple interviews and (ii) decisions regarding whether or not to show the rapport-building phase in court may have significant effects on jurors' perceptions of the child and their testimony. [ABSTRACT FROM AUTHOR]

The present study introduces an adaptation of the Griffiths Question Map (GQM; Griffiths and Milne 2006) which extends the chronological, visual map of question types used in an investigative interview to include child interviewee's responses (through the addition of the Interview Answer Grid, IAG). Furthermore, it provides a rare evaluation of repeated interviews with children. From a sample of transcripts of Scottish repeated interviews with child victims, two 'good' and two 'poor' first interviews were chosen based on interviewer question types. First and second investigative interviews of these four children were mapped using the GQM and IAG in order to examine across the two interviews the similarity of interviewer and interviewee behaviours and the consistency and investigative-relevance of information provided. Both 'good' and 'poor' interviews were found to include practices discouraged by interviewing guidelines, which would not have been identified by examining question proportions alone. Furthermore, 'good' first interviews were followed by second interviews which began with poor question types, suggesting a possible impact of confirmation bias. Social support was also assessed and found to be used infrequently, mainly in response to the child being informative rather than pre-emptively by interviewers in an attempt to encourage this. Children were also found to disclose throughout their second interviews, suggesting that rapport-maintenance is vital for single and multiple interviews. The use of the GQM and IAG is encouraged as a technique for determining interview quality. [ABSTRACT FROM AUTHOR]

Summary: We experimentally investigated how different mnemonic techniques employed in an interview conducted immediately after an event affected truth tellers' and liars' responses when they were interviewed again after a 2‐week delay. We also compared how verbal accounts changed over time within truth tellers and liars, and how consistent both groups were. Participants (n = 143) were shown a mock intelligence operation video and instructed either to tell the truth or lie about its contents in two interviews, one of which was immediately after watching the video and the other after a 2‐week delay. In the immediate interview, they were asked to provide a free recall and then asked to provide further information via one of three mnemonics: context reinstatement, sketch, or event‐line. In the delayed interview, they were asked to provide only a free recall. Truth tellers reported more visual, spatial, temporal, and action details than did liars both immediately and after a delay. Truth tellers experienced more of a decline in reporting details after a delay than did liars, and this decline was affected by the mnemonic used. Truth tellers thus showed, more than liars, patterns of reporting indicative of genuine memory decay. Liars produced patterns of a “stability bias” instead. Truth tellers and liars were equally consistent between their immediate and delayed statements. [ABSTRACT FROM AUTHOR]

Research on investigative interviewing has only recently started to compare the efficacy of different techniques for gathering intelligence from human sources. So far the research has focused exclusively on sources interviewed once, thus overlooking that most sources are interviewed multiple times. The present study attempts to remedy this gap in the literature. Students (N = 66) took on the role of semi-cooperative sources, holding incomplete information about an upcoming terrorist attack. The sources were informed that they would be interviewed at least once, and that additional interviews might follow. Half of the sources were interviewed on three occasions with the Scharff technique (consisting of five tactics), and the other half was interviewed on three occasions using the so-called direct approach (i.e. open-ended and specific questions). Collapsing the outcome over the three interviews, the Scharff technique resulted in significantly more new information compared to the direct approach. Furthermore, sources interviewed by the direct approach overestimated how much new information they had revealed, whereas the sources interviewed by the Scharff technique underestimated their contribution (although not significantly so). The current study advances previous research by further contextualizing the tests of the efficacy of human intelligence gathering techniques. [ABSTRACT FROM PUBLISHER]

Past work shows that direct negative feedback and suggestive questioning can lead eyewitnesses to change their memory reports. Applying Gudjonsson’s [2003.The psychology of interrogations and confessions: A handbook. West Sussex: Wiley] model of interrogative suggestibility to interviews with witnesses, the present two experiments examined how indirect negative feedback delivered in a supportive manner from an interviewer can make witnesses change what they report they remember experiencing. After viewing a video of a crime, participants were interviewed twice, with either supportive negative feedback (i.e. with the interviewer sympathetically suggesting why many people’s memory may be inaccurate) or neutral feedback between the two rounds of questions. Results showed that people given supportive negative feedback changed significantly more of their responses than those given neutral feedback. Lower confidence ratings were associated with greater response change, but overall, despite having changed more responses, people given supportive negative feedback did not have reduced confidence or perceived accuracy. Type of feedback did not impact accuracy, and accuracy was not systematically related to confidence or perceived accuracy. Given the role that eyewitness reports play in the criminal justice system, better understanding factors that impact consistency and reliability is vital. [ABSTRACT FROM AUTHOR]

Between-statement consistency is regarded as an important cue to deceit. However, research indicates that liars can be as consistent as truth tellers. The consistency of statements of intent in two mock security settings was examined. Truth tellers spoke honestly of their intentions. Liars provided a cover story to mask their criminal intentions. Participants (N = 60) were interviewed three times, and their statements were coded for repetitions, omissions, and commissions. The similarities between truth tellers and liars on all three measures of consistency were striking. These findings highlight consistency as a pernicious cue to deceit. [ABSTRACT FROM AUTHOR]

The study adds to the growing research field of true and false intentions. Specifically, we examined the benefit of asking unanticipated questions when interviewing groups of suspects on repeated occasions. Participants were divided into truth tellers and liars and were further divided into groups of three. Truth tellers planned a neutral task. Liars planned a mock crime and additionally prepared a cover-story-thematically similar to the truth tellers' task-to be used if they were apprehended. Participants were intercepted after planning their tasks. In subsequent interviews, participants were asked anticipated questions on their intentions and unanticipated questions on the planning of their intentions. Participants were interviewed once in Experiment 1 (N = 132) and three times in Experiment 2 (N = 123). Truth tellers provided longer and more detailed answers than liars and had higher levels of within-group consistency compared with liars. This was the case for answers to both anticipated and unanticipated questions. No differences between truth tellers and liars were found for between-statement consistency. Repeated interviews had minimal effect on statement length or within-group consistency. The results highlight within-group consistency as an important cue to deceit. However, a number of limitations to the unanticipated questions approach were evident. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

For both legal and clinical purposes, it is of importance to study children's memories and reports of stressful events. The present study investigated the reporting patterns of 83 children who had witnessed homicidal violence, which is considered to be a highly stressful experience. More specifically, we explored the possible effects of prior violence exposure and of repeated questioning on the amount of details reported. Results showed that the majority of children provided detailed reports about the homicidal violence they had witnessed, including details concerning what happened before, during, and after the violent act. The children provided detailed and vivid testimonies from their experiences, whether they witnessed the event for the first time or had prior experience of witnessing severe violence against the victim by the perpetrator. Children with no prior experience of repeated violence who underwent repeated interviews provided more details than those interviewed once. The present data indicate that children are competent witnesses when questioned in legal contexts after having been exposed to extremely stressful events. These findings have implications for research related to children's memories and reporting of traumatic experiences, as well as practical implications for future treatment and evaluation of children's testimonies. [ABSTRACT FROM PUBLISHER]

In this study we asked participants to mentally travel back to the future. The participants were asked to remember and report on a mental image of the near future. We predicted that participants who, during an interview, told the truth about their intentions would differ in their descriptions of their mental images compared to participants who lied about their future intentions. We found partial support for this overarching assumption. More specifically, we found that more truth tellers than liars reported to have had a mental image activated during the planning of their intentions. We also showed that liars (vs. truth tellers) found the question on the mental image more difficult to answer. However, they did not differ in other aspects (number of words and amount of details reported, and subjective perception of the mental image activated). The suspects were interviewed twice, with an interval of one week, and in line with our prediction we found that liars’ (vs. truth tellers’) reports were less consistent over time. This study departures fromepisodic future thoughtand aims to contribute to the development of a scientifically based interview protocol for discriminating between true and false intentions. [ABSTRACT FROM AUTHOR]

Objective: The present study was designed to test the effects of repeated retrievals in the course of forensic investigations with children who are the alleged victims of sexual abuse. Method: Using the National Institute of Child Health and Human Development protocol, 56 children participated in a first free-recall interview that was followed by a second interview composed of a repeated free-recall phase that was then followed by closed questions. Results: In the second interview, children reported 58% new forensically relevant details. Increased production in the repeated retrieval was especially marked for younger children and for children who provided poor narratives in their first interview. Conclusion: This study provides practical guidelines for social work practitioners. The study stresses the importance of repeated retrieval when interviewing children on alleged abuse. The results of the current study emphasize that the first retrieval from memory in never enough. Rather, repeated open-ended questioning can produce richer narratives from children that contain forensically relevant information. [ABSTRACT FROM AUTHOR]

A crucial issue in the study of eyewitness memory concerns effects of repeated interviews on children's memory accuracy. There is growing belief that exposure to repeated interviews causes increased errors. In some situations, it may. Yet, several studies reveal increased accuracy with repeated interviewing, even when the interviews include misleading questions. We review repeated-interview research in relation to event veracity, interviewer bias, and delay. We conclude that when and how children are interviewed is at least as important for their accuracy as is how many times they are interviewed. [ABSTRACT FROM AUTHOR]

Background We predicted that repeated interviewing would improve the informativeness of children with intellectual disabilities who were questioned in criminal investigations. Materials The chronological ages of the 19 children, involved in 20 cases, ranged between 4.7 and 18 years (M = 10.3 years) at the time of the first alleged abuse. Method The utterances used by interviewers to elicit information in both initial and later interviews were examined. We then assessed the substantive information provided in both interviews and compared information elicited using focused questions in the initial interview with responses about the same topic elicited using open questions in the second interview. Results The hypothesis was supported: over 80% of the information reported in the repeated interviews was about completely new topics or was new information elaborating upon previously discussed topics. However, because the interviewing techniques were so poor in both first and second interviews, information provided in the repeated interviews may have been contaminated irrespective of the children’s capacities. Conclusion When children with intellectual disabilities are given a second chance to provide information about their abuse, they can further develop the information that they report and even provide entirely new information about their experiences. When interviewers are not specially trained in how to interview children with intellectual disabilities, we cannot assume that repeated interviews provide reliable and accurate information, however. [ABSTRACT FROM AUTHOR]

The present study investigated developmental differences in the effects of repeated interviews and interviewer bias on children's memory and suggestibility. Three- and 5-year-olds were singly or repeatedly interviewed about a play event by a highly biased or control interviewer. Children interviewed once by the biased interviewer after a long delay made the most errors. Children interviewed repeatedly, regardless of interviewer bias, were more accurate and less likely to falsely claim that they played with a man. In free recall, among children questioned once after a long delay by the biased interviewer, 5-year-olds were more likely than were 3-year-olds to claim falsely that they played with a man. However, in response to direct questions, 3-year-olds were more easily manipulated into implying that they played with him. Findings suggest that interviewer bias is particularly problematic when children's memory has weakened. In contrast, repeated interviews that occur a short time after a to-be-remembered event do not necessarily increase children's errors, even when interviews include misleading questions and interviewer bias. Implications for developmental differences in memory and suggestibility are discussed. [ABSTRACT FROM AUTHOR]

A non-representative sample of 27 investigative interviews with suspected victims of child sexual abuse (CSA) in Finland were analysed. Aspects such as the effects of interview phase, repeated interviewing, another (related) person attending the interview, as well as the use of anatomically detailed (AD) dolls were considered. The number of new details reported by the child was higher in the beginning, while the number of focused and suggestive question types increased towards the end of the interviews. The results of repeated interviewing were mixed: repeated interviews contained more words and descriptive answers by the child, while, however, also containing more suggestive questions. Another person attending the interview was found to be associated with the child being less informative and the interviewer posing more suggestive questions than when another person was not present. Similar effects were found to be associated with the use of AD dolls. The implications of the findings for child abuse investigations were discussed. [ABSTRACT FROM AUTHOR]