adults’ perceptions of children’s ability to remember
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Extra Credit. Worth up to 3 points. Must address all questions.
Instructions. For each question…
bold the correct answer (all parts, not only the letter).
explain why the answer you selected is correct and the implications for interviewing children in forensic contexts.
provide a supporting resource (e.g., reading reference in APA style and page number, APA style reference for a course lecture that provided support for your response and audio timestamp).
Save as a PDF and submit.
Example: Professionals who work with children are able to distinguish consistently between children’s true reports of an event from false reports that emerge through suggestive questioning techniques.
True
False
Some children are resilient in the face of misinformation; however, possible exposure to outside sources and suggested information must be considered when evaluating the reliability of children’s testimony because true accounts do not contain features that reliably distinguish them from false reports (Ceci, Kulkofsky, Klemfuss, Sweeney, & Bruck, 2007). Research shows that adults (including child maltreatment professionals) are not able to consistently identify true details from false details when suggested information has influenced a child’s report and so, it is imperative that interviewers question children in non-suggestive ways and attempt to understand the context of prior disclosures.
Ceci, S. J., Kulkofsky, S., Klemfuss, J. Z, Sweeney, C. D., & Bruck, M. (2007).
Unwarranted assumptions about children’s testimonial accuracy. Annual Review
of Clinical Psychology, 3, 311–328.
Support can be found on pp.320–322. See unwarranted assumption #6.
1.Which of the following statements is FALSE?
Younger children typically recall less information than older children.
Younger children are NOT very accurate when responding to open-ended prompts like “Tell me what happened”.
Young children are likely to omit information that adults consider importan
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Quas, Thompson, & Clarke-Stewart (2005) surveyed adults’ perceptions of children’s ability to remember and found that 64% of adults agreed with the statement, “If a child has been repeatedly and painfully sexually abused as an infant, he or she can remember it.” Which of the following is TRUE concerning children’s ability to remember their experiences during infancy?
Children under the age of 8 years are able to accurately report the central details of painful and stressful experiences that occurred during infancy.
Children of all ages are able to remember experiences they had during infancy, regardless of whether the experience was positive, negative, or neutral.
Research does NOT support that children would have the ability to remember events that occurred during infancy including stressful or painful experiences.
Older children are more likely to remember details of painful and stressful experiences that occurred during infancy than are younger children.
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Which of the following is FALSE regarding suggestibility and child witnesses?
Children can incorporate misleading information into their event reports but only after multiple suggestive interviews.
Children often have a difficult time monitoring the source of their knowledge.
Simply telling children “you’re doing a great job telling me about how he hurt you” can influence the reliability of their event report.
Children can incorporate misleading information into their event reports after a single suggestive interview.
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Garven and colleagues (2000) conducted a study in which kindergarten children were asked to recall details from when a visitor named Paco visited their classroom. Half of the children were given interviews that included misleading questions about plausible events (e.g., “Did Paco break a toy?”) and bizarre events (e.g., “Did Paco take you to a farm in a helicopter?”). Some of these children were also given negative feedback to their “no” responses and positive feedback to their “yes” responses. Two weeks later, children were questioned again about their visit with
Paco in a neutral interview (i.e., a good interview with no misleading information). Findings from this study demonstrated …
children were accurate when interviewed in an unbiased manner two weeks after the misleading interview.
interviewer bias in earlier interviews can taint children’s later reports even if the later reports are conducted in an unbiased manner.
children were very accurate in recalling Paco’s visit regardless of how they were interviewed.
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RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. 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