Home > Research > Publications & Outputs > Competence is in the eye of the beholder

Research

Associated organisational units

Links

Text available via DOI:

Keywords

View graph of relations

Competence is in the eye of the beholder: perceptions of intellectually disabled child witnesses

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Competence is in the eye of the beholder: perceptions of intellectually disabled child witnesses. / Brown, Deirdre; Lewis, Charlie.
In: International Journal of Disability, Development and Education, Vol. 60, No. 1, 2013, p. 3-17.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Brown, D & Lewis, C 2013, 'Competence is in the eye of the beholder: perceptions of intellectually disabled child witnesses', International Journal of Disability, Development and Education, vol. 60, no. 1, pp. 3-17. https://doi.org/10.1080/1034912X.2013.757132

APA

Brown, D., & Lewis, C. (2013). Competence is in the eye of the beholder: perceptions of intellectually disabled child witnesses. International Journal of Disability, Development and Education, 60(1), 3-17. https://doi.org/10.1080/1034912X.2013.757132

Vancouver

Brown D, Lewis C. Competence is in the eye of the beholder: perceptions of intellectually disabled child witnesses. International Journal of Disability, Development and Education. 2013;60(1):3-17. doi: 10.1080/1034912X.2013.757132

Author

Brown, Deirdre ; Lewis, Charlie. / Competence is in the eye of the beholder : perceptions of intellectually disabled child witnesses. In: International Journal of Disability, Development and Education. 2013 ; Vol. 60, No. 1. pp. 3-17.

Bibtex

@article{61a9cce764434bc999f2e9106c67be57,
title = "Competence is in the eye of the beholder: perceptions of intellectually disabled child witnesses",
abstract = "This study examines mock jurors{\textquoteright} perceptions of a young witness according to whether or not he was described as having an intellectual disability. Our study examined perceptions of a child witness younger (five or seven years) than previously studied. Mock jurors (n = 71) viewed a short video excerpt of a boy recalling a personally experienced event, and then rated him across nine domains of eyewitness ability. The boy was described as either having an intellectual disability or typically developing. Participants rated the child more negatively on dimensions relating to cognitive competence, but not trustworthiness, when he was presented as having an intellectual disability. Participants also watched the child answer a series of suggestive questions; when described as having an intellectual disability he was rated as less accurate in responding to these. The findings have implications for the involvement of children with intellectual disabilities within the legal system.",
keywords = "child maltreatment, children, children with intellectual disabilities, credibility, eyewitness testimony, intellectual disability, jury perceptions, suggestibility",
author = "Deirdre Brown and Charlie Lewis",
year = "2013",
doi = "10.1080/1034912X.2013.757132",
language = "English",
volume = "60",
pages = "3--17",
journal = "International Journal of Disability, Development and Education",
issn = "1465-346X",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Competence is in the eye of the beholder

T2 - perceptions of intellectually disabled child witnesses

AU - Brown, Deirdre

AU - Lewis, Charlie

PY - 2013

Y1 - 2013

N2 - This study examines mock jurors’ perceptions of a young witness according to whether or not he was described as having an intellectual disability. Our study examined perceptions of a child witness younger (five or seven years) than previously studied. Mock jurors (n = 71) viewed a short video excerpt of a boy recalling a personally experienced event, and then rated him across nine domains of eyewitness ability. The boy was described as either having an intellectual disability or typically developing. Participants rated the child more negatively on dimensions relating to cognitive competence, but not trustworthiness, when he was presented as having an intellectual disability. Participants also watched the child answer a series of suggestive questions; when described as having an intellectual disability he was rated as less accurate in responding to these. The findings have implications for the involvement of children with intellectual disabilities within the legal system.

AB - This study examines mock jurors’ perceptions of a young witness according to whether or not he was described as having an intellectual disability. Our study examined perceptions of a child witness younger (five or seven years) than previously studied. Mock jurors (n = 71) viewed a short video excerpt of a boy recalling a personally experienced event, and then rated him across nine domains of eyewitness ability. The boy was described as either having an intellectual disability or typically developing. Participants rated the child more negatively on dimensions relating to cognitive competence, but not trustworthiness, when he was presented as having an intellectual disability. Participants also watched the child answer a series of suggestive questions; when described as having an intellectual disability he was rated as less accurate in responding to these. The findings have implications for the involvement of children with intellectual disabilities within the legal system.

KW - child maltreatment

KW - children

KW - children with intellectual disabilities

KW - credibility

KW - eyewitness testimony

KW - intellectual disability

KW - jury perceptions

KW - suggestibility

U2 - 10.1080/1034912X.2013.757132

DO - 10.1080/1034912X.2013.757132

M3 - Journal article

VL - 60

SP - 3

EP - 17

JO - International Journal of Disability, Development and Education

JF - International Journal of Disability, Development and Education

SN - 1465-346X

IS - 1

ER -