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Stephanie Fisico, M.A. Lauren Wysman, B.A. Alan Scoboria, Ph.D University of Windsor, Canada

Avoiding responding to misleading questions: How “don’t know” instructions affect endorsement of misinformation. Stephanie Fisico, M.A. Lauren Wysman, B.A. Alan Scoboria, Ph.D University of Windsor, Canada. Introduction.

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Stephanie Fisico, M.A. Lauren Wysman, B.A. Alan Scoboria, Ph.D University of Windsor, Canada

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  1. Avoiding responding to misleading questions: How “don’t know” instructions affect endorsement of misinformation Stephanie Fisico, M.A. Lauren Wysman, B.A. Alan Scoboria, Ph.D University of Windsor, Canada

  2. Introduction • Interviewers face many challenges when attempting to gather information in the most complete and accurate manner • Completeness and accuracy are competing goals

  3. Introduction • Interviewers often focus only on substantive responses • “Don’t know” (DK) responses often overlooked • Some hypotheses developed as to what a DK response may mean

  4. DK Hypotheses • DK as a way to resist speculation • Poole & White, 1991 • DK represents meta-cognitive monitoring • Koriat & Goldsmith, 1996 • DK as a correct response to unanswerable questions • Roebers & Fernandez, 2002

  5. Meaning of DK • DK responses appear to have at least 3 distinct meanings: • Information not provided • Interviewee is unsure/unable to provide a response • Information was provided but specific details are not recalled

  6. Meaning of DK • Meaning of DK is thus ambiguous until the reason for providing it is clarified • Accuracy of DK is unknown unless questions are known to be answerable or unanswerable

  7. Prior research • Instructions impact the use of DK responses • DK responses used to avoid errors • Clarifying DK responses

  8. Current study • Added misleading questions • Tested instructions encouraging DK

  9. Question Types • Answerable • Open • Misleading (distort information) • Unanswerable • Open • Misleading (novel information)

  10. Procedure • Video of burglary • 30 minute delay • Instructions • Encouraged • Control • Questioning • Open (10 answerable; 10 unanswerable) • Misleading (4 answerable; 4 unanswerable) • Clarification of DK

  11. Results - Instructions • No statistically significant group differences • Encouraged vs. Control

  12. Results – Questions

  13. Results – Questions

  14. Results - Questions

  15. Results – Response Accuracy

  16. Results – Response Accuracy

  17. Limitations • Proportion of questions • Order of questions • Lab setting

  18. Conclusion • Allow/encourage DK responses • Clarification is crucial • Answerable vs. unanswerable misleading questions

  19. Practical Implications • Free recall interviewing preferable • Great care needed when engaging in questioning • Ambiguity of question type

  20. Acknowledgements • This research was funded by a grant from the Natural Sciences and Engineering Research Council of Canada • We thank Seda Suner, Stephanie Oneschuk, Dwayne Barris, and Omari Hickson for their assistance with this project

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