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A ansiedade e a sugestionabilidade na recuperação de informação em crianças de idade escolar
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| 1.65 MB | Adobe PDF |
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Abstract(s)
Enquadramento: Na colaboração de testemunhas infantis com o sistema de justiça, as crianças são particularmente vulneráveis a enviesamentos, por parte da memória e sugestionabilidade, durante o seu testemunho. Além disso, a ansiedade pode influenciar significativamente a precisão dos seus relatos, dificultando a recuperação de informações de forma clara e credível. Objetivos: O objetivo desta investigação é estudar o impacto de variáveis como o nível de ansiedade em testemunhas de um evento e a sugestionabilidade associada à forma como a recuperação de informação desse evento é efetuada por um entrevistador, em crianças, num contexto não forense. Participantes: A amostra é composta por 40 crianças com idades compreendidas entre os 8 e os 11 anos (21 raparigas e 19 rapazes), provenientes de escolas com o 1º e o 2º ciclo de estudos (3º ao 6º de escolaridade). Método: Para avaliar o impacto da sugestionabilidade do entrevistador foi criado um protocolo de estudo que envolveu a realização de um vídeo de cerca de 2 minutos sobre o desaparecimento de um livro, a elaboração de dois guiões diferentes (entrevista cognitiva e standard) e uma grelha de análise das respostas com base em análise de conteúdo. Para a medição da ansiedade foi aplicado o State-Trait Anxiety Inventory for Children (STAIC). Resultados: As crianças do grupo da entrevista cognitiva exibiram menos erros associados à descrição da sala de aula/contexto, descrição física do professor e ao conteúdo do vídeo, comparativamente ao grupo da entrevista standard. As crianças do grupo da entrevista cognitiva deram também mais acertos em perguntas relativas à interrupção da aula e à professora ser acusada de roubo. O grupo das crianças com níveis mais elevados de ansiedade-traço apresentou menos erros na descrição da sala de aula/contexto, assim como mais acertos na pergunta relativa à interrupção da aula. As crianças do grupo com níveis mais elevados de ansiedade-estado, deram menos erros associados ao conteúdo do vídeo, bem como mais acertos na descrição da sala de aula e nos cenários imaginados pelo professor. Conclusão: As crianças com níveis mais elevados de ansiedade apresentaram um melhor desempenho. O tipo de entrevista influenciou a qualidade dos relatos das crianças, com a entrevista cognitiva a resultar em menos erros e mais acertos, demonstrando a sua eficácia na obtenção de relatos mais completos e credíveis.
Background: In the collaboration of child witnesses with the justice system, children are particularly vulnerable to biases from memory and suggestibility during their testimony. In addition, anxiety can significantly influence the accuracy of their accounts, making it difficult to retrieve information clearly and credibly. Objectives: The aim of this investigation is to study the impact of variables such as the level of anxiety in witnesses to an event and the suggestibility associated with the way in which the retrieval of information about that event is carried out by an interviewer, in children, in a non-forensic context. Participants: The sample is made up of 40 children aged between 8 and 11 (21 girls and 19 boys), from primary and secondary schools (3rd to 6th grade). Method: In order to assess the impact of the interviewer's suggestibility, a study protocol was created which involved making a video of around 2 minutes about the disappearance of a book, drawing up two different scripts (cognitive and standard interview) and a grid for analyzing the answers based on content analysis. The State-Trait Anxiety Inventory for Children (STAIC) was used to measure anxiety. Results: The cognitive interview exposed fewer errors associated with the description of the classroom/context, physical description of the teacher and the content of the video, compared to the standard interview. The cognitive interview showed more correct answers to questions relating to the interruption of the lesson and the teacher being accused of theft. Trait anxiety showed fewer errors in the description of the classroom/context, as well as more correct answers to the question about interrupting the lesson. State-anxiety showed fewer errors associated with the content of the video, as well as more correct answers to the description of the classroom and the scenarios imagined by the teacher. Conclusion: Anxiety was associated with better overall performance in children. The type of interview influenced the quality of the children's statements, with the cognitive interview resulting in fewer errors and more correct answers, demonstrating its effectiveness in obtaining more complete and credible reports.
Background: In the collaboration of child witnesses with the justice system, children are particularly vulnerable to biases from memory and suggestibility during their testimony. In addition, anxiety can significantly influence the accuracy of their accounts, making it difficult to retrieve information clearly and credibly. Objectives: The aim of this investigation is to study the impact of variables such as the level of anxiety in witnesses to an event and the suggestibility associated with the way in which the retrieval of information about that event is carried out by an interviewer, in children, in a non-forensic context. Participants: The sample is made up of 40 children aged between 8 and 11 (21 girls and 19 boys), from primary and secondary schools (3rd to 6th grade). Method: In order to assess the impact of the interviewer's suggestibility, a study protocol was created which involved making a video of around 2 minutes about the disappearance of a book, drawing up two different scripts (cognitive and standard interview) and a grid for analyzing the answers based on content analysis. The State-Trait Anxiety Inventory for Children (STAIC) was used to measure anxiety. Results: The cognitive interview exposed fewer errors associated with the description of the classroom/context, physical description of the teacher and the content of the video, compared to the standard interview. The cognitive interview showed more correct answers to questions relating to the interruption of the lesson and the teacher being accused of theft. Trait anxiety showed fewer errors in the description of the classroom/context, as well as more correct answers to the question about interrupting the lesson. State-anxiety showed fewer errors associated with the content of the video, as well as more correct answers to the description of the classroom and the scenarios imagined by the teacher. Conclusion: Anxiety was associated with better overall performance in children. The type of interview influenced the quality of the children's statements, with the cognitive interview resulting in fewer errors and more correct answers, demonstrating its effectiveness in obtaining more complete and credible reports.
Description
Dissertação para obtenção do grau de Mestre no Instituto Universitário Egas Moniz
Keywords
Memória Entrevista cognitiva Ansiedade Sugestionabilidade Crianças em idade escolar