Assessing the Effectiveness of a Training Program for Interviewing Child Witnesses

Twenty-seven experienced interviewers attended a 10-day training institute designed to provide knowledge and skills for improving investigative interviews with young children. Participants completed pre- and posttraining surveys assessing their knowledge of the scientific evidence regarding memory, suggestibility, and other aspects of children's ability to provide accurate accounts of events during interviews. They also conducted pre- and posttraining interviews with preschool children about 2 previously experienced events. Participants' knowledge about children's abilities and the scientific basis of various interviewing protocols increased significantly after the training. However, training did not have a significant impact on interviewers' questioning styles or the amount of accurate information elicited from the children. Results indicate that successfully translating knowledge into practice requires multiple opportunities for skill practice and feedback.     

“How” and “Why” prompts in forensic investigative interviews with preschool children

Although young children may frequently be asked “How” and “Why” questions, it is unclear whether they have the ability to respond well enough to justify the use of these words during investigative interviews. The range of possible uses and interpretations of the words “How” and “Why” makes it critical to examine their use when communicatively immature children are interviewed. In this study, police interviews of 3- to 5-year-old suspected victims of sexual abuse (n = 49) were examined. The use of How/Why prompts by interviewers and children’s responses to interviewers’ How/Why prompts were coded. How/Why prompts represented 22% of all interviewer prompts. Of all details provided by children, however, 8.5% were in response to How/Why prompts. In addition, children provided the information sought in response to only 20% of the interviewers’ How/Why prompts, whereas uninformative responses were relatively common. Children responded to more How/Why prompts with the information sought by interviewers as they grew older. The findings suggest that How/Why prompts may not be particularly effective when interviewing preschool children.     

Maternal Employment and Education: Predictors of Young Adolescent Career Trajectories

Four distinct strategies were employed to train 21 experienced forensic interviewers to interview alleged sex abuse victims (M = 9.20 years of age) in accordance with professionally recommended practices. The structure and informativeness of the 96 interviews they conducted following training were compared with the structure and informativeness of 96 matched interviews conducted by the same interviewers in the 6 months prior to the training. Didactic workshops and instruction in the utilization of highly structured presubstantive interview procedures had little effect on the number of open-ended prompts used to elicit information or on the amount of substantive information elicited in this way. By contrast, intensive training in the use of a highly structured interview protocol, followed by continuing supervision in the form of monthly day-long seminars, supplemented in some cases by detailed individual feedback on recent interviews, yielded dramatic improvements on these measures of interview quality.     

Guest Editorial: Bildung-Psychology: The Substance and Structure of an Emerging Discipline

The present study examined (1) the ways investigative interviewers in forensic settings prepared children for substantive questioning, and (2) whether the techniques used and the amount of time spent in the pre-substantive phase were related to children's informativeness. Accuracy of the children's statements was not assessed. The sample included investigative interviews of a small sample of 75 alleged victims of sexual abuse in Malaysia, aged 5 to 15 years. Explanations of the conversational rules, purpose of the interview, and the children's roles as informants appeared to help the youngest children to be informative. The results also revealed possible limits to the potential benefits of rapport-building and suggest that interviewers should monitor the amount of time they spend preparing children for substantive questioning. Implications for addressing the limitations of the present research and directions for future research are discussed.     

Precision and Disclosure in Text and Voice Interviews on Smartphones

As people increasingly communicate via asynchronous non-spoken modes on mobile devices, particularly text messaging (e.g., SMS), longstanding assumptions and practices of social measurement via telephone survey interviewing are being challenged. In the study reported here, 634 people who had agreed to participate in an interview on their iPhone were randomly assigned to answer 32 questions from US social surveys via text messaging or speech, administered either by a human interviewer or by an automated interviewing system. 10 interviewers from the University of Michigan Survey Research Center administered voice and text interviews; automated systems launched parallel text and voice interviews at the same time as the human interviews were launched. The key question was how the interview mode affected the quality of the response data, in particular the precision of numerical answers (how many were not rounded), variation in answers to multiple questions with the same response scale (differentiation), and disclosure of socially undesirable information. Texting led to higher quality data—fewer rounded numerical answers, more differentiated answers to a battery of questions, and more disclosure of sensitive information—than voice interviews, both with human and automated interviewers. Text respondents also reported a strong preference for future interviews by text. The findings suggest that people interviewed on mobile devices at a time and place that is convenient for them, even when they are multitasking, can give more trustworthy and accurate answers than those in more traditional spoken interviews. The findings also suggest that answers from text interviews, when aggregated across a sample, can tell a different story about a population than answers from voice interviews, potentially altering the policy implications from a survey.     

Sequence specific motor performance gains after memory consolidation in children and adolescents

Memory consolidation for a trained sequence of finger opposition movements, in 9- and 12-year-old children, was recently found to be significantly less susceptible to interference by a subsequent training experience, compared to that of 17-year-olds. It was suggested that, in children, the experience of training on any sequence of finger movements may affect the performance of the sequence elements, component movements, rather than the sequence as a unit; the latter has been implicated in the learning of the task by adults. This hypothesis implied a possible childhood advantage in the ability to transfer the gains from a trained to the reversed, untrained, sequence of movements. Here we report the results of transfer tests undertaken to test this proposal in 9-, 12-, and 17-year-olds after training in the finger-to-thumb opposition sequence (FOS) learning task. Our results show that the performance gains in the trained sequence partially transferred from the left, trained hand, to the untrained hand at 48-hours after a single training session in the three age-groups tested. However, there was very little transfer of the gains from the trained to the untrained, reversed, sequence performed by either hand. The results indicate sequence specific post-training gains in FOS performance, as opposed to a general improvement in performance of the individual, component, movements that comprised both the trained and untrained sequences. These results do not support the proposal that the reduced susceptibility to interference, in children before adolescence, reflects a difference in movement syntax representation after training.     

Behavioral and Neural Correlates of Executive Functioning in Musicians and Non-Musicians

Executive functions (EF) are cognitive capacities that allow for planned, controlled behavior and strongly correlate with academic abilities. Several extracurricular activities have been shown to improve EF, however, the relationship between musical training and EF remains unclear due to methodological limitations in previous studies. To explore this further, two experiments were performed; one with 30 adults with and without musical training and one with 27 musically trained and untrained children (matched for general cognitive abilities and socioeconomic variables) with a standardized EF battery. Furthermore, the neural correlates of EF skills in musically trained and untrained children were investigated using fMRI. Adult musicians compared to non-musicians showed enhanced performance on measures of cognitive flexibility, working memory, and verbal fluency. Musically trained children showed enhanced performance on measures of verbal fluency and processing speed, and significantly greater activation in pre-SMA/SMA and right VLPFC during rule representation and task-switching compared to musically untrained children. Overall, musicians show enhanced performance on several constructs of EF, and musically trained children further show heightened brain activation in traditional EF regions during task-switching. These results support the working hypothesis that musical training may promote the development and maintenance of certain EF skills, which could mediate the previously reported links between musical training and enhanced cognitive skills and academic achievement.     

Effect of Specialization in Sports on the Structural and Functional States of the Left Ventricle of the Heart in Schoolchildren of Different Biological Age

The structural and functional states of the left ventricle of the heart were studied by echocardiography in schoolchildren of three age groups. The first group included 10- to 13-year-old boys without features of sexual maturation. The second group included 13- to 15-year-old adolescents during puberty. The third group included 16- to 18-year-old adolescents with developed secondary sexual characteristics. The children were trained in sports: middle-distance running, swimming, and wrestling. It was found that the posterior wall of the ventricular myocardium in young athletes of all age groups and any specialization in sports was thicker than in untrained children of the same age. Similarly, the trained children were characterized by larger anteroposterior size of the ventricular cavity, larger cavity volume and total volume, greater myocardium mass (both absolute and calculated per kg body weight), more substantial ventricular stroke volume, lower heart rate, lesser ejection fraction, and smaller degree of shortening of the anteroposterior size of the ventricular cavity during systole as compared to untrained children of the same age. The difference between trained and untrained schoolchildren increased with increasing age, duration of the period of training in sports, and level of training in sports (athletic qualification). The training-induced changes in the structural and functional parameters of the left ventricle of the heart in middle-distance runners were larger than in schoolchildren trained in swimming and, particularly, in wrestling.     

Robot-Mediated Interviews - How Effective Is a Humanoid Robot as a Tool for Interviewing Young Children?

Robots have been used in a variety of education, therapy or entertainment contexts. This paper introduces the novel application of using humanoid robots for robot-mediated interviews. An experimental study examines how children’s responses towards the humanoid robot KASPAR in an interview context differ in comparison to their interaction with a human in a similar setting. Twenty-one children aged between 7 and 9 took part in this study. Each child participated in two interviews, one with an adult and one with a humanoid robot. Measures include the behavioural coding of the children’s behaviour during the interviews and questionnaire data. The questions in these interviews focused on a special event that had recently taken place in the school. The results reveal that the children interacted with KASPAR very similar to how they interacted with a human interviewer. The quantitative behaviour analysis reveal that the most notable difference between the interviews with KASPAR and the human were the duration of the interviews, the eye gaze directed towards the different interviewers, and the response time of the interviewers. These results are discussed in light of future work towards developing KASPAR as an ‘interviewer’ for young children in application areas where a robot may have advantages over a human interviewer, e.g. in police, social services, or healthcare applications.     

Examining reluctance and emotional support in forensic interviews with child victims of substantiated physical abuse

Socio-emotional dynamics were examined in 230 forensic interviews of 3- to -13-year-old Israeli children who disclosed chronic physical abuse that could be substantiated. Half of the children were interviewed using the Standard (SP) National Institute of Child Health and Human Development Protocol and the others using the Revised Protocol (RP) that emphasized emotional support from interviewers. When children disclosed physical abuse in the RP interviews, they did so in response to fewer prompts than children in the SP interviews. The number of turns in the transitional phase (during which the interviewer transitioned from rapport-building to exploring the possibility of abuse) was associated with increased directness and more specific utterance types. The younger children displayed reluctance more than older children. The RP interviews were characterized by more emotionally supportive statements throughout. These findings highlight various aspects of child forensic interviews that should be considered when seeking to understand children’s willingness to engage with interviewers.     

The effect of dropping height on jumping performance in trained and untrained prepubertal boys and girls

Plyometric training in children, including different types of jumps, has become common practice during the last few years in different sports, although there is limited information about the adaptability of children with respect to different loads and the differences in performance between various jump types. The purpose of this study was to examine the effect of gender and training background on the optimal drop jump height of 9- to 11-year-old children. Sixty prepubertal (untrained and track and field athletes, boys and girls, equally distributed in each group [n = 15]), performed the following in random order: 3 squat jumps, 3 countermovement jumps (CMJs) and 3 drop jumps from heights of 10, 20, 30, 40, and 50 cm. The trial with the best performance in jump height of each test was used for further analysis. The jump type significantly affected the jump height. The jump height during the CMJ was the highest among all other jump types, resulting in advanced performance for both trained and untrained prepubertal boys and girls. However, increasing the dropping height did not change the jumping height or contact time during the drop jump. This possibly indicates an inability of prepubertal children to use their stored elastic energy to increase jumping height during drop jumps, irrespective of their gender or training status. This indicates that children, independent of gender and training status, have no performance gain during drop jumps from heights up to 50 cm, and therefore, it is recommended that only low drop jump heights be included in plyometric training to limit the probability of sustaining injuries.     

Integrating mental health into primary health care in Iraq

The Ministry of Health in Iraq is undertaking a systematic programme to integrate mental health into primary care in order to increase population access to mental health care. This paper reports the evaluation of the delivery of a ten day interactive training programme to 20% of primary care centres across Iraq. The multistage evaluation included a pre- and post-test questionnaire to assess knowledge, attitudes and practice in health workers drawn from 143 health centres, a course evaluation questionnaire and, in a random sample of 41 clinics, direct observation of health workers skills and exit interviews of patients, comparing health workers who had received the training programme with those from the same clinics who had not received the training. Three hundred andseventeen health workersparticipated in the training, which achieved an improvement in test scores from 42.3% to 59%. Trained health workers were observed by research psychiatrists to have a higher level of excellent skills than the untrained health workers, and patient exit interviews also reported better skills in the trained rather than untrained health workers. The two week course has thus been able to achieve significant change, not only in knowledge, but also in subsequent demonstration of trained practitioners practical skills in the workplace. Furthermore, it has been possible to implement the course and the evaluation despite a complex conflict situation.     

Is Working Memory Training Effective? A Study in a School Setting

We tested the effectiveness of an intensive, on average 17-session, adaptive and computerized working-memory training program for improving performance on untrained, paper and pencil working memory tasks, standardized school achievement tasks, and teacher ratings of classroom behavior. Third-grade children received either a computerized working memory training for about 30 minutes per session (n = 156) or participated in regular classroom activities (n = 126). Results indicated strong gains in the training task. Further, pretest and posttest transfer measures of working memory and school achievement, as well as teacher ratings, showed substantial correlations with training task performance, suggesting that the training task captured abilities that were relevant for the transfer tasks. However, effect sizes of training-specific transfer gains were very small and not consistent across tasks. These results raise questions about the benefits of intensive working-memory training programs within a regular school context.     

Someone Who Cares: Evaluation of School Advisor Programs in Two Community Settings

In investigative interviews concerned with allegations of sexual abuse, open-ended prompts by interviewers elicit more information than focused prompts. We attempted to explore these effects in investigations of physical abuse. Interviews with 50 children from 2 age groups (5–6-year-olds, 9–10-year-olds) who made subsequently substantiated allegations of physical abuse by their parents were subjected to detailed psycholinguistic analysis. The overall productivity (number of words spoken) and informativeness (number of details elicited) of these children were remarkably low. The children were also relatively unresponsive to the investigators' individual utterances, and many of the interviewers' utterances were nonsubstantive (15%). The interviewers were more likely than those included in studies of sexual abuse investigations to use open-ended as opposed to focused prompts. These open-ended utterances elicited significantly more words but not more details than focused prompts. Older children also provided longer and richer utterances than younger children. The discussion examines the reasons why open-ended utterances appear less fruitful in investigations of physical as opposed to sexual abuse.     

Endurance training does not alter the level of neuronal nitric oxide synthase in human skeletal muscle.

The effect of endurance training on neuronal nitric oxide synthase (nNOS) content and distribution in muscle was investigated. Seven male subjects performed 6 wk of one-legged knee-extensor endurance training (protocol A). Muscle biopsies, obtained from vastus lateralis muscle in the untrained and the trained leg, were analyzed for nNOS protein and activity as well as immunohistochemical distribution of nNOS and endothelial nitric oxide synthase (eNOS). Muscle biopsies were also obtained from another seven male subjects before and after 6 wk of training by endurance running (protocol B) and analyzed for nNOS protein. No difference was found in the amount of nNOS protein in the untrained and the trained muscle either with protocol A or protocol B (P > 0.05). In protocol A, the activity of nNOS was 4.76 +/- 0.56 pmol. mg protein(-1). min(-1) in the control leg, and the level was not different in the trained leg (P > 0.05). nNOS was present in the sarcolemma and cytosol of type I and type II muscle fibers, and the qualitative distribution was similar in untrained and trained muscle. The number of eNOS immunoreactive structures and the number of capillaries per muscle fiber were higher (P < 0.05) after training than before. The present findings demonstrate that, in contrast to findings on animals, nNOS levels remain unaltered with endurance training in humans. Evidence is also provided that endurance training may increase the amount of eNOS, in parallel with an increase in capillaries in human muscle.     

Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children

Despite the well-established involvement of both sensory (“bottom-up”) and cognitive (“top-down”) processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported “far-transfer” to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG), memory group (MG), auditory sensory group (SG), placebo group (PG; drawing, painting), and a control, untrained group (CG). Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest), most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention) training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span) within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness), as the PG and CG improved as much as the other trained groups. Further research is required to investigate the effects of various stimuli and lengths of training on the generalization of sensory and cognitive learning to literacy skills.     

光电阅读机在大人群现场调查中数据处理及质量控制 的应用

目的:探讨光电阅读机在大样本现场调查项目质量控制和数据录入中的作用.方法:使用光电阅读机读入《子宫颈癌危险因素调查表》信息并进行表格质量评估,核查调查表中调查对象编码缺失、重复及进行读入信息一致性比对.结果:在录入的70160份数据中,调查对象编码缺失率为0.87％,调查对象编码重复率为0.79％,信息一致率为99.47％.3个项目点连续三个月质量控制,表格不合格率略有下降.结论:在大人群现场调查项目中通过光电阅读机进行质量控制及数据录入,能快速准确的将纸质信息转化为电子信息,并对电子信息进行核查,能迅速将调查表评估结果和建议反馈给调查表填写人员,及时指导调查员改进调查项目的编写方法和调查表内容的填写方法,从而提高了调查表信息采集质量,促进项目科研数据真实可信.     

The post-exercise glycogen recovery in tissues of trained rats.

The post-exercise glycogen recovery in myocardium, liver, diaphragm muscle and musculus biceps femoris was compared in untrained and trained rats. The glycogen level in myocardium of the trained rats was significantly higher than that in the untrained ones only immediately after the exercise-test and on the second day after the exercise. The liver glycogen levels on each of the examined post-exercise days were similar in both groups and did not differ from the control values. The post-exercise glycogen recovery in the diapraghm muscle of the untrained rats was also similar to that in the trained animals. In musculus bicpes femoris similar post-exercise supercompensation was found in both groups except on the second day when the glycogen level in the trained animals was significantly higher than that in the untrained ones. The results suggest that it is necessary to separate the effects of training from those of the last bout of exercise in the training program when the effect of training is examined.     

Interactive effects of anemia and muscle oxidative capacity on exercise endurance

We used endurance training and acute anemia to assess the interactions among maximal oxygen consumption (VO2max), muscle oxidative capacity, and exercise endurance in rats. Animals were evaluated under four conditions: untrained and endurance-trained with each group subdivided into anemic (animals with reduced hemoglobin concentrations) and control (animals with unchanged hemoglobin concentrations). Anemia was induced by isovolemic plasma exchange transfusion. Hemoglobin concentration and hematocrit were decreased by 38 and 41%, respectively. Whole body VO2max was decreased by 18% by anemia regardless of training condition. Anemia significantly reduced endurance by 78% in untrained rats but only 39% in trained animals. Endurance training resulted in a 10% increase in VO2max, a 75% increase in the distance run to exhaustion, and 35, 45, and 58% increases in skeletal muscle pyruvate-malate, alpha-ketoglutarate, and palmitylcarnitine oxidase activities, respectively. We conclude that endurance is related to the interactive effects of whole body VO2max and muscle oxidative capacities for the following reasons: 1) anemic untrained and trained animals had similar VO2max but trained rats had higher muscle oxidative capacities and greater endurance; 2) regardless of training status, the effect of acute anemia was to decrease VO2max and endurance; and 3) trained anemic rats had lower VO2max but had greater muscle oxidative capacity and greater endurance than untrained controls.