著者

小林寿一 編

出版者

精華社

巻号頁・発行日

1914

著者

宮寺 貴之 渡邉 和美 久原 恵理子 小林 寿一

出版者

公益社団法人 日本心理学会

雑誌

心理学研究 (ISSN:00215236)

巻号頁・発行日

pp.89.17048, (Released:2018-09-20)

参考文献数

30

被引用文献数

1

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This study explores the factors associated with the quantity and quality of children’s testimony in police interviews, focusing on the characteristics of the crime, child victims, interviewers, and interview surroundings. We collected 137 cases of children interviewed as victims of a crime by administering a questionnaire to police officers in charge of the cases across Japan. Categorical principal component analysis, applied to the officers’impressions of the child’s accounts, yielded two aspects of the testimony: the quantity/quality of testimony, and the level of usability in the investigation. Regression analyses with variable selection revealed variables associated with these two aspects. The quantity/quality of testimony was associated with the characteristics of the crime, and the interviewer’s investigation experience, empathy, and history of participation in training, while information usability was related to the children’s characteristics, and the interviewer’s opportunities to talk with children other than their own, outside of work. The timing of the interview was also suggested to be involved in the two aspects of the children’s testimony. Limitations of this study are discussed for future studies.

著者

宮寺 貴之 渡邉 和美 久原 恵理子 小林 寿一

出版者

日本心理学会

雑誌

心理学研究 (ISSN:00215236)

巻号頁・発行日

vol.89, no.5, pp.469-478, 2018-12

著者

藤原 佑貴 宮寺 貴之 久原 恵理子 小林 寿一

出版者

公益社団法人 日本心理学会

雑誌

心理学研究

巻号頁・発行日

2018

被引用文献数

1

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<p>The effects of two introductory styles on substantive information provided by Japanese children were investigated. Children aged 5–6 years (<i>n</i> = 42) and 7–8 years (<i>n</i> = 40) took a simulated physical examination. One week later, the participants were interviewed about the examination in a narrative introductory condition using open-ended questions, or a non-narrative introductory condition using directive and yes/no questions. Substantive information provided by the children in the two conditions was compared. Results indicated that in the narrative condition, the participants provided more accurate information about the examination in response to open-ended questions. Additionally, the 7–8 year-old children in the narrative condition provided a wider range of critical information. These findings suggest that an open-ended introductory style is effective in eliciting more accurate information from children, including preschoolers, and more varied information from school-age children.</p>

著者

小林 寿一

出版者

青少年問題研究会

雑誌

青少年問題 (ISSN:09124632)

巻号頁・発行日

vol.46, no.12, pp.46-51, 1999-12

被引用文献数

2