Mr. Science Child Interviewing Laboratory


The Mr. Science Child Interviewing Laboratory, with our partner site at Montclair State University, studies children’s event memories with the goal of improving investigative interviews of children.  Recent projects, funded by grants from the National Science Foundation, have investigated the completeness and accuracy of eyewitness testimony elicited by standard and prop-assisted interview protocols, the impact of comfort drawing on the quality of children’s event narratives, and mechanisms underlying individual differences in testimonial accuracy.   See the following for sample findings:

Poole, D.A., Dickinson, J. J., Brubacher, S.P., Liberty, A.E., & Kaake, A.M. (in press). Deficient cognitive control fuels children's exuberant false allegations. ​Journal of Experimental Child Psychology.

Poole, D. A., & Dickinson, J. J. (in press).  Comfort drawing during investigative interviews: Evidence of the safety of a popular practice.  Child Abuse & Neglect.

Poole, D. A., Brubacher, S. P., & Dickinson, J. J. (in press). Children as witnesses.  In B. L. Cutler & P. A. Zapf (Eds.), APA Handbook of Forensic Psychology (Vol. 2). Washington, DC: American Psychological Association.

Poole, D. A., & Dickinson, J. J. (2013). Investigative interviews of children. In R. Holliday & T. Marche (Eds.), Child forensic psychology: Victim and eyewitness memory (pp. 157-178).  Hampshire, UK: Palgrave Macmillan.

Poole, D. A., & Bruck, M. (2012). Divining testimony? The impact of interviewing props on children’s reports of touching.  Developmental Review, 32, 165-180.

Poole, D. A., & Dickinson, J. J. (2011).  Evidence supporting restrictions on uses of body diagrams in forensic interviews.  Child Abuse & Neglect, 35, 659-669.

Poole, D. A., Bruck, M., & Pipe, M.-E. (2011). Forensic interviewing aids: Do props help children answer questions about touching? Current Directions in Psychological Science, 20, 11-15.

London, K., Bruck, M., Poole, D. A., & Melnyk, L. (2011). The development of metasuggestibility in children. Applied Cognitive Psychology, 25, 146-155.