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TABLE OF CONTENTS

0. Executive Summary
1. I. Introduction
   • 1.1 Children and the Courts
   • 1.2 The Reception of Child Witnesses in Court
   • 1.3 Post-Disclosure Stressors on Children
   • 1.4 Children’s Qualitative Experiences on the Stand
   • 1.5 Understanding the Expectations of Child Witnesses on the Stand
   • 1.6 The Inquiry into the Oath: A Child’s First Foray on the Stand
   • 1.7 Cross-Examination of the Child Witness
   • 1.8 Facing the Accused: The Impact on Child Witnesses
   • 1.9 Modifying the Criminal Justice System’s Expectations of Child Witnesses
2. II. Children's cognitive abilities and their impact on Court Testimony
   • 2.1 Bridging the Gap in Knowledge for Child Witnesses
   • 2.2 Understanding the Meaning of the Truth and Making a Promise to Tell the Truth
   • 2.3 Children’s Abilities to Make Inferences About Other’s Intentions, and to Take Another’s Perspective
   • 2.4 Dealing with Hypothetical Questions
   • 2.5 Using Scale Models to Explain a Situation to the Court
   • 2.6 Children’s Tendency to Attribute Knowledge to Adults
   • 2.7 Children Don’t Know That They Don’t Know Things
   • 2.8 Children’s Abilities to Estimate Duration, Frequency of Events and Dates
   • 2.9 Children’s Concepts of Court
3. III. Language Development in Chidren
   • 3.1 Toddlers
   • 3.2 Preschool Aged Children
   • 3.3 Early Primary School Aged Children
   • 3.4 Late Primary School Aged Children
   • 3.5 General Language Skills
   • 3.6 Knowledge of Legal Terminology
4. IV. Memory in Children
   • 4.1 The Processes of Memory
   • 4.2 The Use of Narrative Accounts in Memory
   • 4.3 Age as a Factor in Memory
   • 4.4 Prior Knowledge and Memory
   • 4.5 Impact of Anxiety on Memory
   • 4.6 Long-Term Memory
   • 4.7 The Effect of Time on Forgetting Behavior in Children
   • 4.8 Script Memory
   • 4.9 Source Monitoring
   • 4.10 Highlights in Children’s Memory
5. V. Suggestibility of Children's Memory
   • 5.1 Factors Affecting Children’s Suggestibility
   • 5.2 Reducing the Potential for Suggestibility in Interviews
   • 5.3 Highlights on Children’s Suggestibility
6. VI. Developing a Model to Explain testimonial Competency
7. VII. Recommandations for the System : How To Obtain Good Evidence from Children
8. VIII. Futures Directions
9. References
10. EndNotes

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