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ISBN: 9781552212073-04

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The Child Witness Project

From: Children and the Law

$1.60

Examining the assessment of the competence of child witnesses.

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Victoria Talwar

Victoria Talwar is an associate professor in the Educational & Counselling Psychology Department at McGill University. She received her PhD from Queen’s University in 2003. Her research has investigated issues related to child witness testimony, including child witness credibility and competence. She has also studied children’s verbal deception, lie detection, and children’s moral and cognitive development.

Rod Lindsay

Rod Lindsay is a professor of Psychology at Queen’s University where he has been studying eyewitness issues since 1982. Dr. Lindsay has testified as an expert on eyewitness issues in both criminal and civil cases and consulted with individual police identification officers and departments regarding identification procedures. He consulted on and was called to testify in one of the United Nations war crimes (genocide) trials for Rwanda. As a member of the Technical Working Group for Eyewitness Evidence (US National Institute of Justice), Dr. Lindsay co-authored the American national guidelines for obtaining and preserving eyewitness evidence (published in 1999 as Eyewitness Evidence: A Guide for Law Enforcement). Dr. Lindsay co-edited and co-authored several chapters of the Handbook of Eyewitness Psychology (London: Psychology Press, 2007), the most comprehensive collection of scientific views on eyewitness issues to date. In 2002, the Canadian Psychological Association bestowed a career award on Dr. Lindsay for his Distinguished Contributions to the Application of Psychology.

Kang Lee

Kang Lee is currently a professor in the Dr. Erick Jackman Institute of Child Study, University of Toronto. He received his PhD from the University of New Brunswick in 1994. For over fifteen years, Dr. Lee has been studying children’s moral understanding of honesty and dishonesty, and their actual lying or truth-telling behaviors in various social and cultural contexts.