Home > Research > Publications & Outputs > Narrative skill and testimonial accuracy in typ...

Links

Text available via DOI:

View graph of relations

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

Research output: Contribution to journalJournal article

Published

Standard

Narrative skill and testimonial accuracy in typically developing children and those with intellectual disabilities. / Brown, Deirdre Ann; Brown, Emma-Jane; Lewis, Charles Neville; Lamb, Michael.

In: Applied Cognitive Psychology, Vol. 32, No. 5, 01.09.2018, p. 550-560.

Research output: Contribution to journalJournal article

Harvard

APA

Vancouver

Author

Brown, Deirdre Ann ; Brown, Emma-Jane ; Lewis, Charles Neville ; Lamb, Michael. / Narrative skill and testimonial accuracy in typically developing children and those with intellectual disabilities. In: Applied Cognitive Psychology. 2018 ; Vol. 32, No. 5. pp. 550-560.

Bibtex

@article{86af1386be7d4ecb946049ee3e18b0be,
title = "Narrative skill and testimonial accuracy in typically developing children and those with intellectual disabilities",
abstract = "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.",
keywords = "children, coherence, eyewitness testimony, intellectual disability, narrative quality",
author = "Brown, {Deirdre Ann} and Emma-Jane Brown and Lewis, {Charles Neville} and Michael Lamb",
year = "2018",
month = sep
day = "1",
doi = "10.1002/acp.3427",
language = "English",
volume = "32",
pages = "550--560",
journal = "Applied Cognitive Psychology",
issn = "0888-4080",
publisher = "John Wiley and Sons Ltd",
number = "5",

}

RIS

TY - JOUR

T1 - Narrative skill and testimonial accuracy in typically developing children and those with intellectual disabilities

AU - Brown, Deirdre Ann

AU - Brown, Emma-Jane

AU - Lewis, Charles Neville

AU - Lamb, Michael

PY - 2018/9/1

Y1 - 2018/9/1

N2 - 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.

AB - 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.

KW - children

KW - coherence

KW - eyewitness testimony

KW - intellectual disability

KW - narrative quality

U2 - 10.1002/acp.3427

DO - 10.1002/acp.3427

M3 - Journal article

VL - 32

SP - 550

EP - 560

JO - Applied Cognitive Psychology

JF - Applied Cognitive Psychology

SN - 0888-4080

IS - 5

ER -