Understanding children's use of secrecy in the context of eyewitness reports.
To investigate socioemotional influences on children's eyewitness accuracy, we examined children's reports for activities they were motivated to conceal. Forty-eight 3-6-year-old children participated in a standardized play session with their mothers. Half of the children were told by an experimenter not to play with certain toys, but did so at the urging of their mothers, who told their children to keep the play activities secret. The remaining children were not restricted from playing with the toys, nor told by their mothers to keep the play activities secret. Later, all children were interviewed about the activities with free narrative and detailed questions. Half were given an interview that consisted of highly suggestive questions; half were given an interview consisting of specific, less suggestive questions. Results indicated that older children who were instructed to keep events secret withheld more information than did older children not told to keep events secret. Younger children's reports were not significantly affected by the secret manipulation. There were no significant effects associated with interview type. We discuss implications for understanding the development of children's knowledge and use of secrecy, and applications of the research to issues that arise when child witnesses give reports in legal contexts.
Bottoms
Bette L
BL
Department of Psychology, The University of Illinois at Chicago, 60607-7137, USA. bbottoms@uic.edu
Goodman
Gail S
GS
Schwartz-Kenney
Beth M
BM
Thomas
Sherilyn N
SN
D000704:Analysis of Variance; D002648:Child; D002650:Child Abuse, Sexual / Q000175:diagnosis; D002657:Child Development; D002675:Child, Preschool; D008192:Deception; D005260:Female; D005555:Forensic Psychiatry; D006801:Humans; D008297:Male; D011939:Mental Recall; D002666:Psychology, Child; D014342:Truth Disclosure