Juveniles and Adults Differ in Their Beliefs about Cues to Deception and Strategies during a Hypothetical Police Interview

Autor/inn/en	Bettens, Talley; Warren, Amye R.
Titel	Juveniles and Adults Differ in Their Beliefs about Cues to Deception and Strategies during a Hypothetical Police Interview
Quelle	In: Applied Cognitive Psychology, 37 (2023) 1, S.96-110 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bettens, Talley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.4030
Schlagwörter	Adolescents; Young Adults; Beliefs; Cues; Deception; Interviews; Adolescent Development; Ethics; Behavior Patterns + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Belief; Glaube; Stichwort; Täuschung; Interviewing; Interviewtechnik; Ethik
Abstract	Police officers are often trained to use the Behavior Analysis Interview (BAI) to detect deceit, but it is based on faulty indicators of lying that may be especially problematic for juveniles due to developmental immaturities. Juveniles, young adults, and adults were assigned to guilt or innocence conditions, read a criminal scenario, and self-reported their likelihood of providing truthful and deceitful responses during a hypothetical BAI. All participants indicated they would give more truthful than deceptive responses. Guilty participants reported more use of strategies to appear innocent, while innocent participants said they would behave naturally. Juveniles were more likely to choose deceitful responses and say they would use strategies to appear innocent during a police interview but endorsed fewer stereotypical cues of deception compared to adults. Juveniles may not recognize how certain behaviors could be seen as cues to deception, which could put them at risk of being misidentified as guilty. (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	2024/1/01