Children’s verbal, interactive and cognitive skills and implications for interviews

Children’s verbal, interactive and cognitive skills and implications for interviews Child respondents challenge social scientists because their verbal, interactive, and cognitive skills are not just different from those of adults, but also vary among children. To develop adequate methods for interviewing children, we need to learn more about those skills in interview settings and their dependence on age. Based on 112 semi-structured interviews with children aged 5–11 years, we studied children’s verbal, cognitive, and interactive skills. Fifty-six children were each interviewed twice, once face to face and once via telephone. Through an innovative triangulation of qualitative and quantitative analyses, children’s skills and related gains and limitations of each interview mode were examined. The applicability of semi-structured interviews was evaluated with skills and respondent’s age in mind, and recommendations for conducting interviews are made. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality & Quantity Springer Journals

Children’s verbal, interactive and cognitive skills and implications for interviews

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Publisher
Springer Netherlands
Copyright
Copyright © 2014 by Springer Science+Business Media Dordrecht
Subject
Social Sciences, general; Methodology of the Social Sciences; Social Sciences, general
ISSN
0033-5177
eISSN
1573-7845
D.O.I.
10.1007/s11135-013-9988-0
Publisher site
See Article on Publisher Site

Abstract

Child respondents challenge social scientists because their verbal, interactive, and cognitive skills are not just different from those of adults, but also vary among children. To develop adequate methods for interviewing children, we need to learn more about those skills in interview settings and their dependence on age. Based on 112 semi-structured interviews with children aged 5–11 years, we studied children’s verbal, cognitive, and interactive skills. Fifty-six children were each interviewed twice, once face to face and once via telephone. Through an innovative triangulation of qualitative and quantitative analyses, children’s skills and related gains and limitations of each interview mode were examined. The applicability of semi-structured interviews was evaluated with skills and respondent’s age in mind, and recommendations for conducting interviews are made.

Journal

Quality & QuantitySpringer Journals

Published: Mar 4, 2014

References

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