Talwar Victoria, Hubbard Kyle, Saykaly Christine, Lee Kang, Lindsay R C L, Bala Nicholas
Department of Educational and Counselling Psychology, McGill University, Montreal, Canada.
Dr Eric Jackman Institute of Child Study and Applied Psychology and Human Development Department, University of Toronto, Toronto, Canada.
Behav Sci Law. 2018 Jan;36(1):84-97. doi: 10.1002/bsl.2331.
The present study examined differences in children's true and false narratives as a function of parental coaching by comparing the verbal markers associated with deception. Children (N = 65, 4-7 years old) played the same game with an adult stranger over three consecutive days. Parents coached their children to falsely allege that they had played a second game and to generate details for the fabricated event. One week after the last play session, children were interviewed about their experiences. For children with the least amount of parental coaching, true and false reports could be distinguished by multiple verbal markers of deception (e.g., cognitive processes, temporal information, self-references). The fabricated reports of children who spent more time being coaching by a parent resembled their truthful reports. These findings have implications for real-world forensic contexts when children have been coached to make false allegations and fabricate information at the behest of a parent.
本研究通过比较与欺骗相关的言语标记，考察了父母指导对儿童真实叙述和虚假叙述的影响。65名4至7岁的儿童连续三天与一名成年陌生人玩同样的游戏。父母指导孩子谎称他们玩了第二个游戏，并为虚构事件编造细节。在最后一次游戏环节一周后，对孩子们的经历进行了访谈。对于父母指导最少的孩子，真实报告和虚假报告可以通过多种欺骗性言语标记（如认知过程、时间信息、自我参照）来区分。接受父母更多指导的孩子编造的报告与他们的真实报告相似。当儿童按照父母的要求被指导做出虚假指控并编造信息时，这些发现对现实世界中的法医情境具有启示意义。
