{"id":222,"date":"2020-04-21T14:54:04","date_gmt":"2020-04-21T13:54:04","guid":{"rendered":"https:\/\/research.kent.ac.uk\/upgrade-rocs\/?p=222"},"modified":"2020-08-19T14:54:18","modified_gmt":"2020-08-19T13:54:18","slug":"art-in-forensic-settings-does-drawing-and-dramatization-facilitate-young-childrens-eyewitness-testimony","status":"publish","type":"post","link":"https:\/\/research.kent.ac.uk\/rocs\/art-in-forensic-settings-does-drawing-and-dramatization-facilitate-young-childrens-eyewitness-testimony\/","title":{"rendered":"Art in forensic settings: does drawing and dramatization facilitate young children\u2019s eyewitness testimony?"},"content":{"rendered":"

Find more information about the Kent author\u00a0here<\/a>
\n<\/strong><\/p>\n

About<\/strong><\/h2>\n

This project investigated whether offering<\/span> young<\/span> children <\/span>(3 – 6 year olds) <\/span>the opportunity to draw or dramatize (re-enact) what happened <\/span>in<\/span> a past event while talking about it allows them to remember and report more details<\/span>,<\/span> after an immediat<\/span>e or more long-<\/span>term\u00a0 delays (e.g. 6 months). It further looked at whether children\u2019s temperament, language ability, <\/span>and symbolic play skills <\/span>in<\/span>teract with the above strategies <\/span>to either facilitate or hinder children\u2019s memories. <\/span>The<\/span> project also looked at the content of children\u2019s drawings and how it compares <\/span>to their verbal reports<\/span>, as well as <\/span>whether children can use <\/span>their <\/span>drawings<\/span> on a later occasion as a guide to recall<\/span> more details about <\/span>the<\/span> event<\/span> in question<\/span>.\u00a0<\/span>\u00a0<\/span><\/p>\n

The<\/span> findings from this <\/span>research<\/span> have important implications for <\/span>children\u2019s memories, particularly the strategies that can facilitate their <\/span>memory<\/span> and how such strategies interact <\/span>with <\/span>children\u2019s internal characteristics to facilitate or hinder recall.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Research Objectives<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0To investigate whether drawing and dramatization facilitate children\u2019s memories (of a witnessed event)<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0To investigate whether children\u2019s temperament, language <\/span>ability, and <\/span>symbolic play skills interact with drawing and dramatization to facilitate memory<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0To <\/span>explore<\/span> if children verbally recall more <\/span>details<\/span> than they include in their drawings<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0To <\/span>examine<\/span> whether children can use drawings they created previously, to enhance their memory of an event<\/span>\u00a0<\/span><\/p>\n

Programme and Methodology<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0Psychological <\/span>testing<\/span> (language <\/span>ability<\/span> and symbolic play skills)<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Presentation of a live event in children\u2019s schools<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Repeated interviews with children<\/span> in regard to their memory of the event<\/span>\u00a0<\/span><\/p>\n

Findings<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0D<\/span>rawing while narrating what happened in a past event can enhance children\u2019s mem<\/span>ory, particularly about objects<\/span>.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Children tend to report more information verbally than they include in their drawings. However, drawings include fewer errors than verbal reports.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Drawings per se may not help children recollect a past event, as children may use them to identify the depicted features rather than to link back to the event.<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Children that are more sociable<\/span> tend recall more details when they are asked to draw or simply talk about an event than less sociable <\/span>children<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0More emotional and shy children may <\/span>need time<\/span> to<\/span> feel safe and at ease in a new environment before they ar<\/span>e<\/span> able to verbally recall a past event than less emotional or shy children<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Children with higher language skills may recall more details verbally or when dramatization is involved than children with lower<\/span> language skills<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Children with <\/span>better<\/span> symbolic <\/span>play <\/span>skills may recall more details when drawing and dramatization <\/span>are<\/span> involved, even after six months, than children w<\/span>ith lower symbolic play skills. Overall, symbolic play skills may facilitate memory.<\/span>\u00a0<\/span><\/p>\n

Impact<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0This project offered <\/span>new and important information<\/span><\/b> on how strategies such as drawing and dramatization may interact with children\u2019s personality and language and symbolic skills to facilitate memory<\/span>\u00a0<\/span><\/p>\n

\u2022 The findings from this project give clear suggestions to <\/span>parents, educators<\/span>,<\/span> and forensic stakeholders with respect to how to help children remember and report more details about an event. Specifically, taking into account that each child is unique and trying to combine different strategies with <\/span>children\u2019s<\/span> own <\/span>internal<\/span> characteristics may facilitate their memory.<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0In an era when children spend more time playing games on iPad, our findings suggest that engaging with symbolic play may have long-term positive effects on children\u2019s memory.<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Find more information about the Kent author\u00a0here About This project investigated whether offering young children (3 – 6 year olds) the opportunity to draw or dramatize (re-enact) what happened in a past event while talking about it allows them to remember and report more details, after an immediate or more long-term\u00a0 delays (e.g. 6 months). […]<\/p>\n","protected":false},"author":610,"featured_media":243,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[6],"tags":[],"class_list":["post-222","post","type-post","status-publish","format-standard","hentry","category-arts"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/222","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/users\/610"}],"replies":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/comments?post=222"}],"version-history":[{"count":1,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/222\/revisions"}],"predecessor-version":[{"id":2703,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/222\/revisions\/2703"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media\/243"}],"wp:attachment":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media?parent=222"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/categories?post=222"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/tags?post=222"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}