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

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  • Susanne Vogl

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. Copyright Springer Science+Business Media Dordrecht 2015

Suggested Citation

  • Susanne Vogl, 2015. "Children’s verbal, interactive and cognitive skills and implications for interviews," Quality & Quantity: International Journal of Methodology, Springer, vol. 49(1), pages 319-338, January.
    • Handle: RePEc:spr:qualqt:v:49:y:2015:i:1:p:319-338
    DOI: 10.1007/s11135-013-9988-0
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    References listed on IDEAS

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    1. Natacha Borgers & Dirk Sikkel & Joop Hox, 2004. "Response Effects in Surveys on Children and Adolescents: The Effect of Number of Response Options, Negative Wording, and Neutral Mid-Point," Quality & Quantity: International Journal of Methodology, Springer, vol. 38(1), pages 17-33, February.
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