Cognitive Interviewing Skills
Lesson Objectives for Cognitive Interviewing Skills
Objective 1.1 - The student will become familiar with the research and theory behind cognitive interviews.
Objective 1.2 - The student will be able to list the factors that limit the amount of information reported by eyewitnesses.
Objective 1.3 - The student will be able to describe why the cognitive interview process is more reliable as a memory enhancer than hypnosis.
Objective 1.4 - The student will be able to discuss the three phases of memory: encoding, storage, and retrieval.
Objective 1.5 - The student will be able to discuss the two major components of eye witness testimony: memory and communication.
Objective 2.1 - The student will be able to discuss the dynamics of the cognitive interview.
Objective 2.2 - The student will be able to discuss strategies for encouraging the eyewitness's active participation in the interview process.
Objective 2.3 - The student will be able to articulate the various means that can be used to develop rapport between an eyewitness and an interviewer.
Objective 2.4 - The student will be able to distinguish the differences in the interviewer's expectations and goals versus the eyewitness's expectations and goals.
Objective 2.5 - The student will obtain an understanding of the eyewitness's concerns in granting and participating in an interview.
Objective 2.6 - The student will learn strategies for altering eyewitness behavior to make the interview more effective.
Objective 2.7 - The student will understand how establishing favorable community-police relations can aid the interview process.
Objective 2.8 - The student will be able to articulate the limitations encountered when interviewing eyewitnesses.
Objective 2.9 - The student will learn techniques for controlling eyewitness anxiety.
Objective 2.10 - The student will learn strategies for increasing an eyewitness's confidence.
Objective 2.11 - The student will became familiar with techniques for overcoming an eyewitness's suppressing information.
Objective 2.12 - The student will learn techniques for facilitating eyewitness communication.
Objective 2.13 - The student will be able to articulate techniques for encouraging an eyewitness to provide detailed descriptions.
Objective 3.1 - The student will learn the various logistics that need to be addressed when planning and conducting an interview with an eyewitness.
Objective 3.2 - The student will learn the criteria involved in selecting an interview site.
Objective 3.3 - The student will learn the various factors that involve when to conduct an interview.
Objective 3.4 - The student will learn the logistics of conducting interviews with multiple witnesses.
Objective 3.5 - The student will learn strategies for prolonging the interview.
Objective 3.6 - The student will be able to articulate the mechanics of the interview process.
Objective 3.7 - The student will learn the importance of wording the interview questions properly.
Objective 3.8 - The student will be able to discuss the difference in closed versus open-ended questions.
Objective 3.9 - The student will be able to articulate the importance of pacing questions and how to time questions to get the best responses possible from eyewitnesses.
Objective 3.10 - The student will be able to discuss the importance of the tone of voice used by the interviewer during the interview.
Objective 3.11 - The student will learn strategies for increasing the interviewer's comprehension and recording of the eyewitness's statement.
Objective 3.12 - The student will be able to articulate what techniques to use when reviewing an eyewitness's description of an incident.
Objective 4.1 - The student will be able to articulate the three basic Principles of Cognition.
Objective 4.2 - The student will be able to describe techniques for overcoming an eyewitness's limited mental resources.
Objective 4.3 - The student will be able to describe the three guiding principles that determine how knowledge is code and represented.
Objective 4.4 - The student will be able to articulate the three basic principles of memory retrieval enhancement.
Objective 4.5 - The student will be able to describe three practical techniques to facilitate memory.
Objective 4.6 - The student will learn techniques to aid the eyewitness in recreating the context of the original event.
Objective 4.7 - The student will be able to describe techniques for increasing the focused concentration of an eyewitness.
Objective 4.8 - The student will learn strategies for encouraging eyewitness's to engage in multiple retrieval attempts when accessing memories of an event.
Objective 4.9 - The student will be able to describe various retrieval strategies to get the most information from an interview.
Objective 4.10 - The student will be able to describe the two underlying principles for recalling specific information.
Objective 5.1 - The student will be able to articulate the two things that an interviewer should keep in mind when conducting a witness-oriented interview.
Objective 5.2 - The student will be able to discuss why it is important to take into account individual eyewitness expertise when conducting an interview.
Objective 5.3 - The student will be able to discuss the differences in eyewitness's images of an event and how the Principle of Detail and Principle of Momentum can aid in the interview.
Objective 5.4 - The student will be able to discuss the importance of developing a probing strategy using the Principle of Detail and Principle of Momentum.
Objective 5.5 - The student will be able to articulate the strategies for probing image and concept memory codes.
Objective 5.6 - The student will be able to explain the techniques for probing image codes.
Objective 5.7 - The student will be able to explain the techniques for probing concept memory codes.
Objective 6.1 - The student will be able to articulate the sequence of the cognitive interview.
Objective 6.2 - The student will be able to assess an interview based on the principles of the cognitive interview.
Objective 6.3 - The student will be able to set a training schedule for himself or herself in the cognitive interview process.