Combining the Model Statement and the Sketching While Narrating Interview Techniques to Elicit Information and Detect Lies in Multiple Interviews

Autor/inn/en	Deeb, Haneen; Vrij, Aldert; Leal, Sharon; Mann, Samantha
Titel	Combining the Model Statement and the Sketching While Narrating Interview Techniques to Elicit Information and Detect Lies in Multiple Interviews
Quelle	In: Applied Cognitive Psychology, 35 (2021) 6, S.1478-1491 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deeb, Haneen) ORCID (Vrij, Aldert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3880
Schlagwörter	Interviews; Deception; Freehand Drawing; Models; Identification + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Täuschung; Drawing; Zeichnen; Analogiemodell; Identifikation; Identifizierung
Abstract	The current experiment examined the effects of combining two interview techniques on information elicitation and lie detection in multiple interviews. Participants were interviewed online over three weeks. Two-thirds of the participants (n = 114) were presented with the model statement (MS) interview technique in Interview 1 and were asked to sketch and narrate in Interview 2 (MS-Sketch condition) or vice versa (Sketch-MS condition). In Interview 3, all participants provided a free recall. The remaining one-third of participants (n = 61) provided only a free recall in the three interviews. Truth tellers reported more information than lie tellers in all three interviews. In Interview 2, the Sketch-MS condition elicited more new information and cues to deceit than the other conditions. The results imply that veracity effects are consistent across multiple interviews and the MS is effective for eliciting information and cues to deceit when preceded by an initial recall. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01