兒童接受暗示性的研究與應用

Children’s Suggestibility: Research and Implications

本文目的希望透過文獻回顧來綜整兒童接受暗示性的相關研究，以對兒童接受暗示性能有深入的認識。分析結果指出，接受暗示性的研究典範可區分為訊問式接受暗示性、錯誤訊息效果、來源錯認、假記憶等四類，廣義而言均指個體受暗示訊息影響而回應的傾向。此外，研究發現訪談技術及兒童個別差異均會對接受暗示性產生影響，訪談技術包括問題類型、特定問題的重複、事件的重複、訪談的時間間隔、訪談語調、刻板印象效果等，對兒童而言都蘊涵著某種程度的暗示。個別差異的變項中，又以語言能力、創造力、自我概念、母親依附類型、親子關係與兒童接受暗示性最有關聯。文末針對兒童接受暗示性在實務上之應用及啟示提出四點討論。

This article aimed to review the researches of children’s suggestibility in order to introduce the concept of suggestibility to Taiwan. Results of literature analysis indicated that there were various definitions and measurements of suggestibility, including interrogative suggestibility, misinformation effects, source misattribution, and false event creation (false memory). In a broad context, all these terms meant the extent which children’s memory and report were influenced by suggestive messages. In addition, children’s suggestibility could be affected by interviewing skills and individual differences. Several variables of interviewing skills and individual differences that were demonstrated to be most related to children’s suggestibility were discussed in this article. In the end, several implications of children’s suggestibility in the practical fields were also discussed.