Child witness expressions of certainty are informative.
Child witness expressions of certainty are informative.
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DOI：
10.1037/xge0001049
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发表时间：
2021-11
期刊：
影响因子：
--
通讯作者：
Colloff MF
中科院分区：
文献类型：
--
作者：
Winsor AA;Flowe HD;Seale-Carlisle TM;Killeen IM;Hett D;Jores T;Ingham M;Lee BP;Stevens LM;Colloff MF
儿童经常是犯罪的见证者。在证人文献和法律体系中，儿童通常被认为拥有不可靠的记忆。然而，在基本的发展文献中，幼儿可以监控他们的记忆。为了解决这些矛盾的结论，我们重新分析了基础研究和应用研究中的信准关系。自信提供了关于记忆准确性的大量信息，至少从8岁开始，但可能更小。我们还进行了一项实验，让幼年（4-6岁）、中期（7-9岁）和晚期（10-17岁）的儿童（N = 2205）观看视频中的一个人，然后从警察的指认中认出这个人。孩子们提供了一个信心评级（一种明确的判断），并使用了一个互动的阵容——其中阵容的面孔可以旋转——我们分析了孩子们的观看行为（一种隐性的元认知测量）。从10岁开始观察到强烈的信心-准确性关系，并从7岁开始出现这种关系。一个恒定的似然比信号检测模型可以用来理解这些发现。此外，在所有年龄段，做出正确和错误嫌疑人识别的儿童的互动观看行为有所不同。我们的研究调和了应用研究和基础研究成果之间的明显差异，并表明先前在基本列表学习范式中得到证明的元认知的基本架构也构成了复杂应用任务表现的基础。与法律从业者所相信的相反，但与基本文献中的发现相似，当使用适当的元认知测量来估计准确性时，儿童所做的识别可能是可靠的。
Children are frequently witnesses of crime. In the witness literature and legal systems, children are often deemed to have unreliable memories. Yet, in the basic developmental literature, young children can monitor their memory. To address these contradictory conclusions, we reanalyzed the confidence–accuracy relationship in basic and applied research. Confidence provided considerable information about memory accuracy, from at least age 8, but possibly younger. We also conducted an experiment where children in young (4–6 years), middle (7–9 years), and late (10–17 years) childhood (N = 2,205) watched a person in a video and then identified that person from a police lineup. Children provided a confidence rating (an explicit judgment) and used an interactive lineup—in which the lineup faces can be rotated—and we analyzed children’s viewing behavior (an implicit measure of metacognition). A strong confidence–accuracy relationship was observed from age 10 and an emerging relationship from age 7. A constant likelihood ratio signal-detection model can be used to understand these findings. Moreover, in all ages, interactive viewing behavior differed in children who made correct versus incorrect suspect identifications. Our research reconciles the apparent divide between applied and basic research findings and suggests that the fundamental architecture of metacognition that has previously been evidenced in basic list-learning paradigms also underlies performance on complex applied tasks. Contrary to what is believed by legal practitioners, but similar to what has been found in the basic literature, identifications made by children can be reliable when appropriate metacognitive measures are used to estimate accuracy.
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影响因子：
2.6
作者：
BERCH, DB;EVANS, RC
通讯作者：
EVANS, RC
影响因子：
2.6
作者：
Dobolyi, David G.;Dodson, Chad S.
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Dodson, Chad S.
影响因子：
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作者：
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通讯作者：
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影响因子：
2.6
作者：
Brewer, N;Wells, GL
通讯作者：
Wells, GL
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作者：
GOUREVIT.;GALANTER, E
通讯作者：
GALANTER, E