Name: an experimental analysis of children's ability to provide a false report about a crime
Uploaded: 2016-05-03T10:00:00.000+00:00
Duration: 7 min 36 s
Description: Watch this Scientific Journal Video about An Experimental Analysis of Children's Ability to Provide a False Report about a Crime at JoVE.com

This research was supported in part by a grant from the Social Science and Humanities Research Council. Also, a special thank you to the many families who participated in this study, and the volunteers and research staff who helped with the data collection.

The authors declare that they have no competing financial or conflicts of interests in regards to this manuscript.

המתודולוגיה הנוכחית נועדה לספק לחוקרים עם שיטה תקפה מבחינה אקולוגית להערכת סוגים שונים של דוחות האמת ושקר ילדים. הממצאים יציגו להניח כי המתודולוגיה הנוכחית יכול לעודד ילדים לספק גם הכחשות שווא והאשמות שווא על אירוע עלות גבוהה. בהשוואת מחקרים בעבר כי רק בדקו הכחשות ?...

המטרה העיקרית של המחקר הנוכחי היא לספק שיטה תקפה מבחינה אקולוגית להערכת עדויות אמת ושקר ילדים באמצעות ניסוי. דיווחים כוזבים מכוונת של ילדים בראיונות המשטרה משפטית הפחיתו את אמון הציבור תוקפו של עדויות הילד בשל ההשלכות השליליות האפשריות על, המאשים האשים ובמערכת המשפט הפלילית 3-6. כמות ניכרת של מחקרים העריכו את יכולתם של הילדים באופן שקרי להכחיש אירוע או עבירה כדי להגן על מישהו 7-12, עדיין הרבה פחות ידוע על היכולות של הילדים לבצע האשמת שווא 13-14. למרות ילדים עושים הכחשות שקריות ו / או בכוונה להשמיט מידע בעדויותיהם, חל גם מקרים אמיתיים רבים של ילדי השתכנעות להעליל מישהו בביצוע עביר, כגון טענות השוא של התעללות בקרבות משמורות 5,15-18. על ידי הבאת ילדים לעולם ברצון לייצר הכחשות שווא והאשמות שווא באמצעות ניסוי, את דרכי החקירה הנוכחיות נועדה לספק הבנה חזקה של סוגי ילדי דיווחים כוזבים יכולות להגיד בעדויות הראייה שלהם. מחקר שקר סיפורים קודמים עם ילדים כרוכים בדרך כלל מצב בעלות נמוכה, לפיה הם ספרו שקר על אירוע בלתי מאיים, כגון צעצוע שבור 9, 12, 14. ילדים אשר מספקים עדויות שוטרים או מראיינים משפטיים לעתים קרובות לחשוף מידע על עלות-אירוע גבוה, כגון עדות ראיית פשע או חווה התעללות. שהתבקשו להיזכר מידע על אירוע שאינו מאיים לא יכול לקדם התנהגויות רמאים באותו אופן כמו כשילדים עדים ממש עבירה או פשע חמור. למשל, ילדים עדים פשע עלולים לחוות סימפטומים של הפרעת דחק פוסט-טראומטית 19-20; וכך, הם לעתים קרובות reluctנמלה לדון החוויה הטראומטית פוטנציאלי שלהם (ים) עם אחרים 21-22. כדי לשפר את ההבנה של היכולת של ילדים כדי להפיק דוחות כוזבים במצבים שבהם הם מתבקשים למסור עדות, המחקר הנוכחי יש ילדים לספר אמת או שקר על גניבת נטען כי הם עשויים (או אולי לא) עדים. מחקר ניסיוני בעבר על מיומנויות שקר הסיפורים של ילדים בדרך כלל השתמש שאלות שלושה עד ארבעה מעקב להעריך האם טענות השווא הראשוניות של הילדים היו מתוחזקים לאורך כל הראיון 10-11, 23-25. בנוסף, רבים של פרוטוקולים בראיון אלה הסתמכו על שאלות סגורות שבו ילד צריך לספק תשובות חד-מילה, כגון &quot;כן&quot; או &quot;לא&quot;. למרות מתודולוגיה כזו מספקת כמה תובנה היכולות המטעות של הילדים, הממצאים לא יכולים להכליל להגדרות חיים אמיתיים שבם עדי ילד נחקרים על אירוע. כאשר providing עדות שוטרים או מראיינים משפטיים, ילדים לעתים קרובות צריכים לענות על שאלות רבות הדורשות מהם לספק הוא תגובות סגורות שאלות פתוחות; ולכן, אם ילד אומר שקר, הם יצטרכו לשמור על זה סוגים שונים של שאלות ומעקב. כדי לטפל מגבלה זו, המחקר הנוכחי יהיה להשתמש בשיטת ראיון ממושכת להעריך מיומנויות שקר הסיפורים של ילדים, ואת המאפיינים של עדויותיהם. פרוטוקול הראיון מושפעת ראיון קוגניטיבי (CI) לבין המכון הלאומי לבריאות הילד והתפתחות האדם (NICHD) פרוטוקול, אשר אקולוגית טכניקות ראיון המשטרה תקפה המשמשים להגדלת כמות המידע המתקבל ראייה 26-30 . במקום להסתמך על כמה שאלות סגורות, הראיון מורכב משני קווי בסיס, שלוש שאלות פתוחות, ושבע שאלות סגורות (ראה נספח א). המספר הגדול והמגוון של שאלות היתריםבחינת גיל, מין והבדלים מבוססי תנאי ניסוי באורך וסוגי ילדי מידע מוכנה לחשוף בעדויותיהם. על מנת להופיע משכנע, שקר מגידים לעתים קרובות יש לנהל ההתנהגויות המילוליות שלהם בו זמנית ולא מילוליות, ולהעריך את מצבו הנפשי של השקר-הנמען 10, 31-32. עם זאת, כאשר שאלות בראיון דורשות מוגברות מאמץ קוגניטיבי מן המגיב, שקר מגידים נוטים יותר מגידי אמת לטעות מורגש ברחבי עדותם 33-34. יתר על כן, להגדיל את המאמץ הנפשי הנדרש על ידי מגיב למעשה מעודד שקר-אומר 35, כמו העומס הקוגניטיבי של אמירת שקר ותגובה משכנעת שאלות מאתגרות ובלתי צפויות יכול להיות גם מבחינת קוגניטיבית מפרכת במשך 34 כמה, 36. מסיבות אלה, המשטרה מראיינים משפטיים קבלו עידוד להשתמש שאלות פתוחות הנחיות, כגון אלה של Cראיון ognitive, כדי להגדיל את מאמץ קוגניטיבי נדרש על ידי מרואיין 33-34, 35. בנוסף, אלו סוגים של שאלות לתת מגיבים כנים הזדמנויות רבות להרחיב את הדיבור על המידע שהם שדווחו בעבר, מה שעלול להוביל עדויות מפורטות יותר ומדויקות 30, 38-39. המתודולוגיה הנוכחית ולכן יכולה לספק נתונים על עדויות אמת ושקר ילדים כשהם מתבקשים שאלות בראיון להכליל ואת הנחיות אשר נועדו להגדיל את העומס הקוגניטיבי של המגיב, ואת כמות המידע שהם מוכנים לחשוף על אירוע. כדי להתגבר על מגבלות עם מחקרים שנעשה בעבר, את דרכי החקירה הנוכחיות מנצלות תנאי ארבעה ניסיוני להעריך את הסוגים השונים של דוחות אמת ושקר ילדים מוכנים לספק בדבר גניבה נטענת. במחקר זה, ילדים (גילאי 6-11) נהיה עדים המסית (E1) לגלות ארנק של אדם זר עם עשריםדולרים אותו. ילדים אז מתבקשים על ידי E1 לשקר למראיין (E2) או על ידי שקר שלילת גניבה שבוצעה (למשל מצב מניעת שקר), או על ידי הם מאשימים E1 של גניבה כי לא התקיים (מצב האשמת שווא). בנוסף, חלק מהילדים יתבקשו לספר את האמת על גניבה כי עשתה (מצב אשמה נכון) או לא התקיימו (מצב להכחשה אמיתית). ילדים הם אז להתראיין על ידי חוקר שני (E2) על האירועים שהתרחשו עם E1. הראיון הוא להתראיין בסרט וידאו, עבד מאוחר יותר לתוך בצורה כתובה. הצף ואז להקליט את מספר המילים ופרטי ארנק קשור שנמסרו על ידי הילדים על השאלות הפתוחות; תגובות על השאלות הסגורות משמשות כדי להעריך את היכולת של ילדים לשמור על דוחות האמת ושקר שלהם.

<table><tbody><tr><td>Testing Room</td><td>N/A</td><td>N/A</td><td>The room where the rapport-building activities and theft occur. The room should have at least two chairs and two tables. One table will be used for the rapport-building activities and interactions between the instigator (E1) and the child participant. The second table will have the jacket and wallet placed on it. Other items, such as books, a labtop, flowers and office items can be placed on the second table to conceal the wallet.&amp;nbsp;&amp;nbsp;&amp;nbsp;</td></tr><tr><td>Common Room</td><td>N/A</td><td>N/A</td><td>Parents and other family members will remain in this room for the duration of the study. Comfortable chairs, a table, magazines, and age-appropriate toys will make the overall study experience more enjoyable for the family.&amp;nbsp;&amp;nbsp;</td></tr><tr><td>Interview Room</td><td>N/A</td><td>N/A</td><td>The room that will be used to interview the children. The room should have a table, two-chairs, and hidden cameras to record the interview.&amp;nbsp;</td></tr><tr><td>Consent Form</td><td>N/A</td><td>N/A</td><td>Form that the parents complete prior to beginning the study. It should include a detailed explanation of the study, along with all the ethics considerations. Parents should sign this form before commencing the activities with the child.&amp;nbsp;</td></tr><tr><td>Demographics Form</td><td>N/A</td><td>N/A</td><td>A form that that provides any demographic information that is needed for the study, such as the race, income, religious background, and level of education of the family.&amp;nbsp;</td></tr><tr><td>Rapport-building Activities</td><td>N/A</td><td>N/A</td><td>Age-appropriate games and cognitive measures, such as a standardized verbal ability task. The rapport-building activities should take between 30 to 40 min.</td></tr><tr><td>Jacket</td><td>N/A</td><td>N/A</td><td>A jacket that would realistically be worn according to the weather outside.&amp;nbsp;</td></tr><tr><td>Wallet</td><td>N/A</td><td>N/A</td><td>A gender-neutral wallet that includes fake identification cards, such as an old bus pass, and a twenty-dollar bill.&amp;nbsp;</td></tr><tr><td>Puzzle</td><td>N/A</td><td>N/A</td><td>A child-friendly puzzle that can be completed in 5 to 10 min. The current study utilized a puzzle that included 30 pieces.&amp;nbsp;</td></tr><tr><td>Interview Script</td><td>N/A</td><td>N/A</td><td>The interview script used in the current study.</td></tr><tr><td>Hidden Cameras</td><td>N/A</td><td>N/A</td><td>Any camera that can easily be hidden from the child participants. The camera(s) should also be able to record individual HD videos for at least 30 min.</td></tr><tr><td>Word Processing Program</td><td>N/A</td><td>N/A</td><td>Any word processing program that can be used to transcribe the videos. This program should also be able to count the number of words in a document.&amp;nbsp;&amp;nbsp;</td></tr><tr><td>Statistical Analysis Program</td><td>N/A</td><td>N/A</td><td>Any statistical analysis program that can perform chi-square or logistic regressions for children&amp;rsquo;s willingness to lie data, and linear regressions on children&amp;rsquo;s maintenance scores.&amp;nbsp;</td></tr></tbody></table>

an experimental analysis of children's ability to provide a false report about a crime

A considerable amount of research has evaluated children's lie-telling behaviors and skills1-2; however, limitations with the tasks used for eliciting false testimonies and interviewing children have restricted the generalizability of the findings. The primary aim of the current study is to provide an easy-to-administer and ecologically valid method for measuring the veracity and quality of school-aged children's (ages 6-11) testimonies when they are asked to provide different types of true and false reports. Moreover, the methodology enables researchers to examine the social and developmental factors that could influence the credibility of a child's testimony. In the current study, children will witness a theft, and are then asked to either falsely deny the transgression, falsely accuse a researcher of the theft, or tell the truth. Afterwards, children are to be interviewed by a second researcher using a thorough and ecologically valid interview protocol that requires children to provide closed-ended and free-recall responses about the events with the instigator (E1). Coders then evaluate the length and number of theft-related details the children give throughout the interview, as well as their ability to maintain their true and false reports. The representative results indicate that the truth and lie-telling conditions elicit the intended behaviors from the children. The open-ended interview questions encouraged children to provide free-recall information about their experiences with E1. Moreover, findings from the closed-ended questions suggest that children are significantly better at maintaining their lies with age, and when producing a false denial compared to a false accusation. Results from the current study can be used to develop a greater understanding of the characteristics of children's true and false testimonies about crime, which can potentially benefit law enforcement, legal staff and professionals who interview children.

דפוסי התנהגות Lie סיפורים איור 1 מציג את שיעור התנהגות שקר הסיפורים של ילדים בכל תנאי ניסוי. כפי שדווח ויימן, טייב-Lachance, פוסטר, קרוסמן ו Talwar (בבדיקה), המשתתפים ילד היו יותר מוכנים לשקר בתנ?...

Watch this Scientific Journal Video about An Experimental Analysis of Children's Ability to Provide a False Report about a Crime at JoVE.com

An Experimental Analysis of Children's Ability to Provide a False Report about a Crime

The current methodology is designed to provide an ecologically relevant approach for measuring the veracity, length and quality of children's true and false testimonies. Implications of the current methodology for future research and professionals who interview children will also be discussed.

ניתוח ניסיוני של יכולתם של הילדים לספק דו&quot;ח שקרי על פשע

A considerable amount of research has evaluated children's lie-telling behaviors and skills1-2; however, limitations with the tasks used for eliciting ...

an-experimental-analysis-children-s-ability-to-provide-false-report

Universidad de Cartagena UDEC

Research

JoVE Journal

Behavior

8.5K Views.  McGill University. The current methodology is designed to provide an ecologically relevant approach for measuring the veracity, length and quality of children's true and false testimonies. Implications of the current methodology for future research and professionals who interview children will also be discussed.

Video: An Experimental Analysis of Children's Ability to Provide a False Report about a Crime

Measurement of Fronto-limbic Activity Using an Emotional Oddball Task in Children with Familial High Risk for Schizophrenia

Adolescence is a critical developmental period where the early symptoms of schizophrenia frequently emerge. First-degree relatives of people with schizophrenia who are at familial high risk (FHR) may show similar cognitive and emotional changes. However, the neurological changes underlying the emergence of these symptoms remain unclear. This study sought to identify differences in frontal, striatal, and limbic regions in children and adolescents with FHR using functional magnetic resonance imaging. Groups of 21 children and adolescents at FHR and 21 healthy controls completed an emotional oddball task that relied on selective attention and the suppression of task-irrelevant emotional information. The standard oddball task was modified to include aversive and neutral distractors in order to examine potential group differences in both emotional and executive processing. This task was designed specifically to allow for children and adolescents to complete by keeping the difficulty and emotional image content age-appropriate. Furthermore, we demonstrate a technique for suitable fMRI registration for children and adolescent participants. This paradigm may also be applied in future studies to measure changes in neural activity in other populations with hypothesized developmental changes in executive and emotional processing.

This paper describes how to use the emotional oddball task and fMRI to measure brain activation in children and adolescents at familial high risk for schizophrenia (FHR).&#160;FMRI was used to measure differences in fronto-striato-limbic regions during an emotional oddball task. Children with FHR exhibited abnormal functional activation during adolescence.

מדידה של פעילות פרונטו-הלימבית שימוש מוזר משימה רגשית בילדים בסיכון גבוה לסכיזופרניה משפחתי

Adolescence is a critical developmental period where the early symptoms of schizophrenia frequently emerge. First-degree relatives of people with ...

Eye Tracking, Cortisol, and a Sleep vs. Wake Consolidation Delay: Combining Methods to Uncover an Interactive Effect of Sleep and Cortisol on Memory

Although rises in cortisol can benefit memory consolidation, as can sleep soon after encoding, there is currently a paucity of literature as to how these two factors may interact to influence consolidation. Here we present a protocol to examine the interactive influence of cortisol and sleep on memory consolidation, by combining three methods: eye tracking, salivary cortisol analysis, and behavioral memory testing across sleep and wake delays. To assess resting cortisol levels, participants gave a saliva sample before viewing negative and neutral objects within scenes. To measure overt attention, participants&#8217; eye gaze was tracked during encoding. To manipulate whether sleep occurred during the consolidation window, participants either encoded scenes in the evening, slept overnight, and took a recognition test the next morning, or encoded scenes in the morning and remained awake during a comparably long retention interval. Additional control groups were tested after a 20&#160;min&#160;delay in the morning or evening, to control for time-of-day effects. Together, results showed that there is a direct relation between resting cortisol at encoding and subsequent memory, only following a period of sleep. Through eye tracking, it was further determined that for negative stimuli, this beneficial effect of cortisol on subsequent memory may be due to cortisol strengthening the relation between where participants look during encoding and what they are later able to remember. Overall, results obtained by a combination of these methods uncovered an interactive effect of sleep and cortisol on memory consolidation.

We present a protocol used to discover an interactive effect between sleep and cortisol on memory consolidation, particularly for negative arousing images. Specifically, the experimental design utilizes eye tracking, salivary cortisol analysis, and behavioral memory testing &#8211; methods that can be used with both healthy and clinical participants.

עין מעקב, קורטיזול, ושינה לעומת שרות איחוד עיכוב: שילוב שיטות ללחשוף השפעה אינטראקטיבית של שינה וקורטיזול על זיכרון

Although rises in cortisol can benefit memory consolidation, as can sleep soon after encoding, there is currently a paucity of literature as to how these ...

Experimental Assessment of Mouse Sociability Using an Automated Image Processing Approach

Mouse is the preferred model organism for testing drugs designed to increase sociability. We present a method to quantify mouse sociability in which the test mouse is placed in a standardized apparatus and relevant behaviors are assessed in three different sessions (called session I, II, and III).
The apparatus has three compartments (see Figure 1), the left and right compartments contain an inverted cup which can house a mouse (called &#34;stimulus mouse&#34;).
In session I, the test mouse is placed in the cage and its mobility is characterized by the number of transitions made between compartments. In session II, a stimulus mouse is placed under one of the inverted cups and the sociability of the test mouse is quantified by the amounts of time it spends near the cup containing the enclosed stimulus mouse vs. the empty inverted cup. In session III, the inverted cups are removed and both mice interact freely. The sociability of the test mouse in session III is quantified by the number of social approaches it makes toward the stimulus mouse and by the number of times it avoids a social approach by the stimulus mouse.
The automated evaluation of the movie detects the nose of the test mouse, which allows the determination of all described sociability measures in session I and II (in session III, approaches are identified automatically but classified manually). To find the nose, the image of an empty cage is digitally subtracted from each frame of the movie and the resulting image is binarized to identify the mouse pixels. The mouse tail is automatically removed and the two most distant points of the remaining mouse are determined; these are close to nose and base of tail. By analyzing the motion of the mouse and using continuity arguments, the nose is identified.
<img alt="Figure 1" src="/files/ftp_upload/52508/52508fig1.jpg" /> 
Figure 1. Assessment of Sociability During 3 sessions. Session I (top): Acclimation of test mouse to the cage. Session II (middle): Test mouse moving freely in the cage while the stimulus mouse is enclosed in an inverted cup. Session III (bottom): Both test mouse and stimulus mouse are allowed to move freely and interact with each other.

This protocol describes a method to quantify mouse sociability. Mice are videotaped as they move and interact in a special cage. Movie processing allows for the automated quantification of sociability with excellent accuracy and reliability.

ההערכה הניסויית של עכבר חברותי בגישת עיבוד תמונה אוטומטית

Mouse is the preferred model organism for testing drugs designed to increase sociability. We present a method to quantify mouse sociability in which the ...

Holistic Facial Composite Creation and Subsequent Video Line-up Eyewitness Identification Paradigm

The paradigm detailed in this manuscript describes an applied experimental method based on real police investigations during which an eyewitness or victim to a crime may create from memory a holistic facial composite of the culprit with the assistance of a police operator. The aim is that the composite is recognized by someone who believes that they know the culprit. For this paradigm, participants view a culprit actor on video and following a delay, participant-witnesses construct a holistic system facial composite. Controls do not construct a composite. From a series of arrays of computer-generated, but realistic faces, the holistic system construction method primarily requires participant-witnesses to select the facial images most closely meeting their memory of the culprit. Variation between faces in successive arrays is reduced until ideally the final image possesses a close likeness to the culprit. Participant-witness directed tools can also alter facial features, configurations between features and holistic properties (e.g., age, distinctiveness, skin tone), all within a whole face context. The procedure is designed to closely match the holistic manner by which humans&#8217; process faces. On completion, based on their memory of the culprit, ratings of composite-culprit similarity are collected from the participant-witnesses. Similar ratings are collected from culprit-acquaintance assessors, as a marker of composite recognition likelihood. Following a further delay, all participants &#8212; including the controls&#160;&#8212; attempt to identify the culprit in either a culprit-present or culprit-absent video line-up, to replicate circumstances in which the police have located the correct culprit, or an innocent suspect. Data of control and participant-witness line-up outcomes are presented, demonstrating the positive influence of holistic composite construction on identification accuracy. Correlational analyses are conducted to measure the relationship between assessor and participant-witness composite-culprit similarity ratings, delay, identification accuracy, and confidence to examine which factors influence video line-up outcomes.

This applied experimental paradigm replicates circumstances by which an eyewitness to a real crime may create a holistic facial composite of the culprit from memory, and then attempt to identify the culprit from a video line-up containing the culprit or one in which he or she is not present.

יצירה הוליסטית פנים Composite ולאחר וידאו קו-עד הראייה זיהוי פרדיגמה

The paradigm detailed in this manuscript describes an applied experimental method based on real police investigations during which an eyewitness or victim ...

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

The Deese,&#160;Roediger and McDermott&#160;(DRM) task is a false memory paradigm in which subjects are presented with lists of semantically related words (e.g., nurse, hospital, etc.) at encoding. After a delay, subjects are asked to recall or recognize these words. In the recognition memory version of the task, subjects are asked whether they remember previously presented words, as well as related (but never presented) critical lure words (&#39;doctor&#39;). Typically, the critical word is recognized with high probability and confidence. This false memory effect has been robustly demonstrated across short (e.g., immediate, 20 min) and long (e.g., 1, 7, 60 d) delays between encoding and memory testing. A strength of using this task to study false memory is its simplicity and short duration. If encoding and retrieval components of the task occur in the same session, the entire task can take as little as 2 - 30 min. However, although the DRM task is widely considered a &#39;false memory&#39; paradigm, some researchers consider DRM illusions to be based on the activation of semantic memory networks in the brain, and argue that such semantic gist-based false memory errors may actually be useful in some scenarios (e.g., remembering the forest for the trees; remembering that a word list was about &#34;doctors&#34;, even though the actual word &#34;doctor&#34; was never presented for study). Remembering the gist of experience (instead of or along with individual details) is arguably an adaptive process and this task has provided a great deal of knowledge about the constructive, adaptive nature of memory. Therefore, researchers should use caution when discussing the overall reach and implications of their experiments when using this task to study &#39;false memory&#39;, as DRM memory errors may not adequately reflect false memories in the real world, such as false memory in eyewitness testimony, or false memories of sexual abuse.

The Deese-Roediger-McDermott DRM Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Here we present the Deese,&#160;Roediger and McDermott&#160;(DRM) task, a tool to study false memories in the laboratory. Subjects study lists of semantically related words (e.g.,&#160;nurse, sick, etc.), and later falsely remember an unstudied word (doctor) that represents the gist, or theme, of the word list.

Deese-Roediger-מקדרמוט (DRM) המשימות: מופת קוגניטיבית פשוט לחקור זיכרונות כוזבים במעבדה

The Deese,&#160;Roediger and McDermott&#160;(DRM) task is a false memory paradigm in which subjects are presented with lists of semantically related words ...

The Modified Temptation Resistance Task: A Paradigm to Elicit Children's Strategic Lie-telling

The protocol for the temptation resistance paradigm was designed to elicit 2- to 8-year-old children's strategic lie-telling behaviors. The reward of transgression was intended to be too tempting to resist, so that children's spontaneous lie-telling behavior in the presence of irreversible evidence due to the transgression could be observed. Conducted in a developmental psychology laboratory behind a one-way mirror and video recorded with a hidden camcorder, the protocol starts with a guessing game where the child is given three trials to guess the identities of hidden objects under an upside down cup. The experimenter gives hints in the first two trials to make sure the child "guess" them correctly. At the beginning of the final trial, the experimenter leaves the room briefly and asks the child not to peek under the cup. If the child could not resist the temptation and peeks, small particles previously filled in the cup would scatter on a grooved surface. Upon the experimenter's return, the child is asked if he/she has peeked. If he/she denies transgression contrary to the presence of the physical evidence, he/she is asked to explain why the particles are on the table. Three responses could be observed in the procedure, including the initial transgression, truth-telling or lie-telling behavior if the child peeked, and the strategic lie-telling behavior in the presence of the physical evidence.

The protocol for the temptation resistance paradigm was designed to elicit 2- to 8-year-old children&#39;s strategic lie-telling behaviors. The reward of transgression was intended to be too tempting to resist, so that children&#39;s spontaneous lie-telling behavior in the presence of irreversible evidence due to the transgression could be observed.

הפעילות ההתנגדות פיתוי שונה: פרדיגמה שמעודדים לילדים אסטרטגי השקר-אומר

The protocol for the temptation resistance paradigm was designed to elicit 2- to 8-year-old children's strategic lie-telling behaviors. The reward of ...

Marginal Dishonesty: The Adding-to-10 Task

Source: Julian Wills &#38; Jay Van Bavel&#8212;New York University
Classical economic theory asserts that people are rational and self-interested. In addition to seeking wealth and status, people are motivated by other goals. As a result, financial motives can sometimes be dwarfed by other internal needs, such as maintaining a positive self-concept or affiliating with other group members. 
Ethical dilemmas, such as the temptation to cheat on taxes, can result when these motives are in conflict. On the one hand, people may be tempted to save money by underreporting their taxable income. On the other hand, no one wants to perceive themselves as a dishonest, free-rider. As a result, people are reluctant to fully exploit unethical opportunities because doing so can severely undermine their self-image as morally upstanding individuals. Instead, people cheat to a much smaller degree than they are capable of: just enough to gain additional resources, but not so much as to compromise their self-image. 
This tendency for marginal dishonesty, or the "fudge factor," is an important principle in social psychology and can be tested through a variety of techniques. Mazar, Amir, and Ariely originally described six separate experiments involving (dis)honesty and a theory of self-concept maintenance.1 The "Adding-to-10 Task" is one of the experimental techniques discussed and is prevalent in research that involves testing honesty. This video demonstrates how to produce and interpret the Adding-to-10 Task.

חוסר יושר שולי: המשימה הוספה ל-10

Source: Julian Wills &#38; Jay Van Bavel&#8212;New York University
Classical economic theory asserts that people are rational and self-interested. In ...

Education

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Psychology

Social Psychology

Metacognitive Development: How Children Estimate Their Memory

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
Human memory is fallible, and people often cannot accurately recall what they have seen or heard. Adults are aware of their limited memory capacity, so they use strategies, such as rehearsal and mnemonic devices, to improve their recall of important information. Because adults understand the limits of memory, they know it makes more sense to write down the items on their shopping list rather than to try to remember the items when they get to the store. This ability to think about one&#8217;s own memory is called metamemory. Metamemory is one component of a broader set of cognitive processes that allow humans to think about their own knowledge and thinking, which is called metacognition.
Although young children understand that people have thoughts and a limited amount of knowledge, they often have trouble acknowledging the limits of their own knowledge and cognitive skills. Children&#8217;s ability to accurately estimate their own memory capacity and abilities improves over the elementary school years. One common way of measuring metamemory and its development is by giving children an opportunity to predict how well they can remember something, and then observing how well their prediction matches their actual recall.
This experiment demonstrates how to measure children&#8217;s metamemory based on the methods developed by Shin, Bjorklund, and Beck.1

התפתחות מטא-קוגניטיבית: כיצד ילדים מעריכים את זכרם

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
Human memory is fallible, and people often cannot accurately ...

Developmental Psychology

Measuring Children's Trust in Testimony

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
How does a person learn about the world around them? One way is through direct observation and exploration. However, not every piece of information can be observed firsthand. Instead, a person must often rely on other people as information sources. This is particularly true for children who have so many questions about the world around them, yet have limited means of accessing the answers. Thus, children must rely on other people to provide answers to their questions.
There is a popular viewpoint that children are gullible and that they believe everything they hear. However, recent research has shown this is not the case. Children as young as age 3 evaluate what other people say and show selective trust in other people&#8217;s testimony. Children pay attention to and use their knowledge about an individual&#8217;s prior behavior and characteristics to judge whether that individual is a trustworthy informational source. &#160;
This video demonstrates how to measure children&#8217;s trust in testimony based on methods developed by Birch, Vauthier, and Bloom1 and Koenig, Clement, and Harris.2&#160;

Measuring Children&#039;s Trust in Testimony

מדידת אמון ילדים בעדות

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
How does a person learn about the world around them? One way ...

Memory Development: Demonstrating How Repeated Questioning Leads to False Memories

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
A person is defined as a unique individual based on the people and events they encounter in their lives. Thus, creating, storing, and recalling memories are essential elements of the human experience. However, memory, as adults experience it, takes time to develop. Although young children can learn facts and remember details of their lives from moment-to-moment and day-to-day, they do not create autobiographical memories or detailed memories of events that happen in their lives until age 3 or older.
Even after age 3, children&#8217;s memories differ from those of adults in important ways. Children are less effective at evaluating their own memories than adults, which makes it difficult for them to determine, for example, whether or not their memories are accurate. False memories are a problem for both children and adults, as it is quite easy to create a false memory with a poorly-worded question or a story repeated over and over. However, young children are more susceptible to creating false memories than either older children or adults.
This video demonstrates children&#8217;s vulnerability to false memories using a method developed by Steven Ceci and his collaborators.1-2

Demonstrating How Repeated Questioning Leads to False Memories

התפתחות זיכרון: הדגמת האופן שבו תשאול חוזר מוביל לזיכרונות כוזבים

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
A person is defined as a unique individual based on the people ...

ניתוח ניסיוני של יכולתם של הילדים לספק דו"ח שקרי על פשע

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