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Cognitive Interview (cognitive + interview)

Distribution by Scientific Domains

Psychology	63%
Medical Sciences	22%

Selected Abstracts

Generalizability of Cognitive Interview-Based Measures Across Cultural Groups

EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2009
Guillermo Solano-Flores
We addressed the challenge of scoring cognitive interviews in research involving multiple cultural groups. We interviewed 123 fourth- and fifth-grade students from three cultural groups to probe how they related a mathematics item to their personal lives. Item meaningfulness,the tendency of students to relate the content and/or context of an item to activities in which they are actors,was scored from interview transcriptions with a procedure similar to the scoring of constructed-response tasks. Generalizability theory analyses revealed a small amount of score variation due to the main and interaction effect of rater but a sizeable magnitude of measurement error due to the interaction of person and question (context). Students from different groups tended to draw on different sets of contexts of their personal lives to make sense of the item. In spite of individual and potential cultural communication style differences, cognitive interviews can be reliably scored by well-trained raters with the same kind of rigor used in the scoring of constructed-response tasks. However, to make valid generalizations of cognitive interview-based measures, a considerable number of interview questions may be needed. Information obtained with cognitive interviews for a given cultural group may not be generalizable to other groups. [source]

Enhancing the recall of young, young,old and old,old adults with cognitive interviews,

APPLIED COGNITIVE PSYCHOLOGY, Issue 1 2007
Allison M. Wright
Two studies examined whether a Cognitive Interview improves older witnesses' recall. Study 1 compared the quality and quantity of older adults' recall when given a typical UK police interview, the Enhanced Cognitive Interview (ECI), or a modified version of the Cognitive Interview (MCI). The MCI was identical to the ECI except that the change perspective technique was omitted. Old,old (75,95-years) adults' recall was less complete and less accurate than that of young,old (60,74-years) adults, which was less complete and accurate than that of young (17,31-years) adults. The ECI and MCI increased the number of correct Person, Action, Object and Surrounding details reported across every age group, without increasing the number of incorrect or confabulated details recalled. In Study 2, it was found that these effects remained when interviews were re-scored using a system that reflected police officers' decisions about the investigative relevance of details. Copyright © 2006 John Wiley & Sons, Ltd. [source]

Minimising misinformation effects in young children with cognitive interview mnemonics

APPLIED COGNITIVE PSYCHOLOGY, Issue 3 2004
Robyn E. Holliday
This research evaluated the effect of several variations of a Cognitive interview on 4,5-year-old children's correct recall and subsequent reporting of misinformation. Children viewed an event followed by misinformation that was read or self-generated before a Cognitive interview. Children were then given recognition tests under inclusion and exclusion instructions. Developmentally modified Cognitive interviews elicited significantly more correct details than control interviews. A Cognitive interview given after misinformation reduced children's reporting of misinformation at interview and reduced reporting of self-generated misinformation on memory tests. Moreover, this research shows that the report all and context reinstatement Cognitive interview mnemonics in combination can offer some protection against the negative effect of misinformation when given after such misinformation. Process dissociation analyses revealed that both recollection and familiarity contributed to children's reporting of misinformation. Copyright © 2004 John Wiley & Sons, Ltd. [source]

The effect of a prior cognitive interview on children's acceptance of misinformation

APPLIED COGNITIVE PSYCHOLOGY, Issue 4 2003
Robyn E. Holliday
This research examined whether a Cognitive interview facilitates correct recall in children aged 4 to 5 and 9 to 10 years, and whether a Cognitive interview given before post-event misinformation reduces children's reporting of suggestions on subsequent memory tests. Children were presented with an event followed the next day by a Cognitive or a Memorandum interview. Children were then read a post-event summary containing misleading suggestions. The next day all children were given both standard test and modified forced-choice cued-recall tests. The free recall phase of the Cognitive interview elicited the greatest number of correct details. Age differences were found such that 9- to 10-year-old children's reports were more accurate and more complete than those of the 4- to 5-year-olds. More correct person, action and object details were reported in a Cognitive interview. Misinformation effects were found in both age groups on the standard test whereas on the modified test such an effect was only found in the 4- to 5-year-olds. Children's reporting of suggestions was unaffected by prior interview. Copyright © 2003 John Wiley & Sons, Ltd. [source]

Application of a model of social information processing to nursing theory: how nurses respond to patients

JOURNAL OF ADVANCED NURSING, Issue 4 2008
Lisa Kennedy Sheldon
Abstract Title.,Application of a model of social information processing to nursing theory: how nurses respond to patients. Aim., This paper is a report of a study to assess the applicability of a theoretical model of social information processing in expanding a nursing theory addressing how nurses respond to patients. Background., Nursing communication affects patient outcomes such as anxiety, adherence to treatments and satisfaction with care. Orlando's theory of nursing process describes nurses' reactions to patients' behaviour as generating a perception, thought and feeling in the nurse and then action by the nurse. A model of social information processing describes the sequential steps in the cognitive processes used to respond to social cues and may be useful in describing the nursing process. Methods., Cognitive interviews were conducted in 2006 with a convenience sample of 5 nurses in the United States of America. The data were interpreted using the Crick and Dodge model of social information processing. Findings., Themes arising from cognitive interviews validated concepts of the nursing theory and the constructs of the model of social information processing. The interviews revealed that the support of peers was an additional construct involved in the development of communication skills, creation of a database and enhancement of self-efficacy. Conclusion., Models of social information processing enhance understanding of the process of how nurses respond to patients and further develop nursing theories further. In combination, the theories are useful in developing research into nurse,patient communication. Future research based on the expansion of nursing theory may identify effective and culturally appropriate nurse response patterns to specific patient interactions with implications for nursing care and patient outcomes. [source]

Minimising misinformation effects in young children with cognitive interview mnemonics

Generalizability of Cognitive Interview-Based Measures Across Cultural Groups

Facilitating eyewitness memory in adults and children with context reinstatement and focused meditation

JOURNAL OF INVESTIGATIVE PSYCHOLOGY AND OFFENDER PROFILING, Issue 2 2006
Laura Hammond
Abstract This study examined the comparative efficacy of two brief techniques for facilitating eyewitness memory in police investigations. Adult and child participants (N = 126; 64 children and 62 adults) who had viewed a videotape of a crime were subsequently tested for their memory of the event following either a focused meditation procedure (FM, derived from hypnotic interviewing techniques), a context reinstatement procedure (CR, a component of the cognitive interview), or a control procedure (no memory facilitation instructions). For both adults and children, the FM and CR procedures enhanced performance on both open-ended and closed questions to levels above those achieved by controls, although those in the CR condition produced significantly more correct responses than those in the FM condition. However, only those in the CR group displayed elevated levels of confidence in relation to incorrect responses on closed questions. Implications for the possible use of such procedures are discussed. Copyright © 2006 John Wiley & Sons, Ltd. [source]

The role of visual imagery in the enhanced cognitive interview: guided questioning techniques and individual differences,,

JOURNAL OF INVESTIGATIVE PSYCHOLOGY AND OFFENDER PROFILING, Issue 1 2004
Michael R. Davis
Abstract The cognitive interview utilises mnemonics and other techniques to facilitate obtaining information from victims and witnesses. Research has indicated superior recall to standard police interviews. However, there has been minimal research regarding the role of individual differences. One area that has generated spirited theoretical debate is imagery ability, as guided imagery questioning is an important part of the enhanced cognitive interview. Imagery is also arguably an integral part of several mnemonics employed in the technique. The present study investigated the role of individual differences in imagery ability, as well as the effect of explicit instructions to image, on recall performance. Participants completed the Vividness of Visual Imagery Questionnaire (VVIQ), witnessed a film of a simulated crime, and were interviewed using the cognitive interview or a structured interview. While recall in the cognitive interview was superior, VVIQ scores had little relationship with recall of information. Further, recall elicited by guided imagery differed only minimally from that obtained using standard questioning in the structured interview. These results suggested that the relaxation and rapport building common to questioning in both interview conditions may evoke spontaneous imagery that is comparable to explicit instructions to image, regardless of individuals' inherent imagery ability. Future directions are discussed, including research focused on individual differences and a practical emphasis on context reinstatement and social facilitative techniques. Copyright © 2004 John Wiley & Sons, Ltd. [source]

A modified cognitive interview procedure for frontline police investigators

APPLIED COGNITIVE PSYCHOLOGY, Issue 5 2009
Coral Dando
The current investigative interviewing model for police officers in England and Wales recommends the use of the cognitive interview (CI). However, there is much to suggest that police officers do not regularly fully apply the procedure and that when they do, it is often poorly applied. Research has indicated that this is particularly the case with non-specialist police investigators who believe the CI is too cumbersome, complex and time consuming for the types of witness interviews they conduct. With this in mind the present study investigated a CI procedure that had been substantially modified in an attempt to enhance its forensic practicability while retaining the demonstrated superiority of the CI. Employing the mock witness paradigm, the modified procedure was compared to both the current CI model and a structured interview (SI). Results revealed that the modified CI was more effective than the SI, while being as effective as the current CI, despite being significantly shorter in duration and, we argue, less demanding for the interviewer. Hence, the proposed modified CI may well be an effective practical alternative for frontline investigators. Copyright © 2008 John Wiley & Sons, Ltd. [source]

The cognitive interview: the efficacy of a modified mental reinstatement of context procedure for frontline police investigators

APPLIED COGNITIVE PSYCHOLOGY, Issue 1 2009
Coral Dando
The current investigative interview framework for police officers in England and Wales (and many other countries) recommends the use of the cognitive interview (CI). One of the primary components of the CI is the mental reinstatement of context (MRC) instruction. However, research has consistently indicated that police officers do not regularly use this component and when they do it is often poorly applied. Thus the question arises as to whether some adjustment of the MRC component might enhance its forensic practicability. An initial investigation was conducted as to the efficacy of a more succinct and less complex MRC technique, namely a sketch plan mental reinstatement of context (Sketch MRC). Twenty-four hours after having viewed a crime film, adult mock witnesses were interviewed employing the traditional MRC instruction, a Sketch MRC instruction or no mental reinstatement of context (No MRC). Analysis of overall memorial performance revealed the Sketch MRC to be as effective as the MRC and more effective than No MRC. Thus, for less serious crime the Sketch MRC technique may be a viable, less complex and less time consuming alternative. Copyright © 2008 John Wiley & Sons, Ltd. [source]

Language crimes and the cognitive interview: testing its efficacy in retrieving a conversational event

APPLIED COGNITIVE PSYCHOLOGY, Issue 9 2008
Laura Campos
Frequently, the only available evidence in ,language crimes' (e.g. verbal sexual harassment) is witness statements about criminal conversations. However, previous research has showed that recall for sentences in conversation is very poor. The main aim of this research was to find out how to solve this problem. The cognitive interview (CI) is an interview technique which has shown to be more effective in recalling criminal episodes than a comparison interview. In addition, our experience in research on the CI had been highly satisfactory; therefore, we decided to use the CI as a tool in the research on memory for conversation, so far ignored. Thus, this study tested, for the first time, whether the CI would be also successful in obtaining complete and accurate accounts for a criminal conversation. Different forms of correct recall (verbatim/gist) of the verbal information as well as different types of errors (distortions/fabrications) were also examined. It was predicted that the CI would elicit more correct information without an increase in errors than a comparison interview (i.e. a free-recall protocol). Results confirmed these hypotheses. Interpretations of the overall findings are offered within the context of theoretical principles concerning the retrieval of information from memory. Copyright © 2008 John Wiley & Sons, Ltd. [source]

The effect of a prior cognitive interview on children's acceptance of misinformation

Generalizability of Cognitive Interview-Based Measures Across Cultural Groups

Measuring Hospital Care from the Patients' Perspective: An Overview of the CAHPS® Hospital Survey Development Process

HEALTH SERVICES RESEARCH, Issue 6p2 2005
Elizabeth Goldstein
Objective. To describe the developmental process for the CAHPS® Hospital Survey. Study Design. A pilot was conducted in three states with 19,720 hospital discharges. Methods of Analysis. A rigorous, multi-step process was used to develop the CAHPS Hospital Survey. It included a public call for measures, multiple Federal Register notices soliciting public input, a review of the relevant literature, meetings with hospitals, consumers and survey vendors, cognitive interviews with consumer, a large-scale pilot test in three states and consumer testing and numerous small-scale field tests. Findings. The current version of the CAHPS Hospital Survey has survey items in seven domains, two overall ratings of the hospital and five items used for adjusting for the mix of patients across hospitals and for analytical purposes. Conclusions. The CAHPS Hospital Survey is a core set of questions that can be administered as a stand-alone questionnaire or combined with a broader set of hospital specific items. [source]

Application of a model of social information processing to nursing theory: how nurses respond to patients

Interpreting course evaluation results: insights from thinkaloud interviews with medical students

MEDICAL EDUCATION, Issue 10 2004
Susan Billings-Gagliardi
Purpose, To determine whether some of the fundamental assumptions that frequently underlie interpretation of course evaluation results are justified by investigating what medical students are thinking as they complete a typical basic science course evaluation. Methods, A total of 24 students participated in thinkaloud cognitive interviews, voicing their thoughts while completing a typical evaluation instrument that included items on overall course design, educational materials and methods, and faculty teaching. Students' responses were organised to consider how they interpreted questions, formed judgements and selected response options. Major themes relevant to the meaningful interpretation of course evaluation data were identified. Results, Medical students understood educational terms such as ,independent learning' in different ways from both one another and common usage. When formulating responses, students' judgements were sometimes based on unique or unexpected criteria, and they described editing their judgements by considering factors such as effort or caring on the part of teaching faculty. Students tended to avoid using the lower end of the rating scale, used the highest rating option selectively, but chose the second highest category indiscriminately. Conclusions, These results call into question fundamental assumptions that frequently underlie interpretation of course evaluation results, such as whether students understand the intended meanings of terms used in items; whether faculty members who receive the same rating are perceived similarly; whether ratings actually reflect teaching effectiveness, and whether ,positive' ratings reflect positive opinions. This study also demonstrates how thinkaloud interviews can be used in validity studies, providing information to supplement statistical and psychometric analyses. [source]

Translating questionnaire items for a multi-lingual worker population: The iterative process of translation and cognitive interviews with English-, Spanish-, and Chinese-speaking workers,,

AMERICAN JOURNAL OF INDUSTRIAL MEDICINE, Issue 2 2010
Kaori Fujishiro PhD
Abstract Background The increasing ethnic diversity of the US workforce has created a need for research tools that can be used with multi-lingual worker populations. Developing multi-language questionnaire items is a complex process; however, very little has been documented in the literature. Methods Commonly used English items from the Job Content Questionnaire and Quality of Work Life Questionnaire were translated by two interdisciplinary bilingual teams and cognitively tested in interviews with English-, Spanish-, and Chinese-speaking workers. Results Common problems across languages mainly concerned response format. Language-specific problems required more conceptual than literal translations. Some items were better understood by non-English speakers than by English speakers. De-centering (i.e., modifying the English original to correspond with translation) produced better understanding for one item. Conclusions Translating questionnaire items and achieving equivalence across languages require various kinds of expertise. Backward translation itself is not sufficient. More research efforts should be concentrated on qualitative approaches to developing useful research tools. Am. J. Ind. Med. 53:194,203 2010. Published 2009 Wiley-Liss, Inc. [source]