The Cognitive Interview (CI) is known to elicit high-quality information from cooperative witnesses. The present study examined whether the CI protects against two suggestive interview techniques: repeated questioning and negative feedback. Young adults (n = 98) watched one of two crime videos and were interviewed with either a CI or free recall. One week later, a second interviewer asked answerable questions (about information in the video) and unanswerable questions (about information not in the video). Half of the participants received negative feedback about their performance. All participants were then asked the questions a second time. The CI resulted in more correct responses to answerable questions and fewer errors to unanswerable questions at the first questioning. The CI produced the highest consistency for answerable questions in the face of repeated questioning in the absence of negative feedback, and resulted in the most changes in responses to answerable questions when negative feedback was applied. No effects were found for unanswerable questions. The CI protected against repeated questioning, but only in the absence of negative feedback.
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BMC Public Health
January 2025
Department of Women & Children's Health, King's College London, London, UK.
Background: Recurrent early pregnancy loss [rEPL] is a traumatic experience, marked by feelings such as grief and depression, and often anxiety. Despite this, the psychological consequences of rEPL are often overlooked, particularly when considering future reproductive health or approaching subsequent pregnancies. The SARS-CoV-2 pandemic led to significant reconfiguration of maternity care and a negative impact on the perinatal experience, but the specific impact on women's experience of rEPL has yet to be explored.
View Article and Find Full Text PDFPlant Commun
January 2025
Department of Biology and Biotechnology Charles Darwin, University of Rome, Sapienza, P. le Aldo Moro 5, 00185, Rome, Italy. Electronic address:
Plants evolved several strategies to cope with the ever-changing environment. One example of this is given by seed germination, which must occur when environmental conditions are suitable for plant life. In the model system Arabidopsis thaliana seed germination is induced by light; however in nature, seeds of several plant species can germinate regardless of this stimulus.
View Article and Find Full Text PDFTransl Psychiatry
January 2025
Radboud University, Donders Institute for Brain, Cognition and Behavior, Thomas van Aquinostraat 4, 6525 GD, Nijmegen, The Netherlands.
Impairments in reinforcement learning (RL) might underlie the tendency of individuals with elevated psychopathic traits to behave exploitatively, as they fail to learn from their mistakes. Most studies on the topic have focused on binary choices, while everyday functioning requires us to learn the value of multiple options. In this study, we evaluated the cognitive correlates of naturalistic foraging-type decision-making and their electrophysiological signatures in a community sample (n = 108) with varying degrees of psychopathic traits.
View Article and Find Full Text PDFGlob Chang Biol
January 2025
Department of Civil, Environmental, and Geo-Engineering, University of Minnesota, Minneapolis, Minnesota, USA.
Stomata control plant water loss and photosynthetic carbon gain. Developing more generalized and accurate stomatal models is essential for earth system models and predicting responses under novel environmental conditions associated with global change. Plant optimality theories offer one promising approach, but most such theories assume that stomatal conductance maximizes photosynthetic net carbon assimilation subject to some cost or constraint of water.
View Article and Find Full Text PDFFront Psychol
January 2025
School of Chinese as a Second Language, Faculty of Humanities, Peking University, Beijing, China.
Although writing feedback is widely believed to elicit a range of emotions, studies on the emotional experiences of L2 students with this teaching and learning tool, as well as their regulation strategies, remain largely underexplored. Drawing on the analytical framework of academic emotions from the perspective of positive psychology, this study examines two Chinese as foreign language (CFL) students' emotional reactions to their teacher's oral and written feedback and their emotion regulation strategies. The main data includes interviews, retrospective oral reports, students' reflection journals, academic writings, and teacher feedback.
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