Stacia Stolzenberg

Associate Professor

Arizona State University

United States

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Stacia Stolzenberg is an Associate Professor at Arizona State University, United States. Her research primarily focuses on the implications of questioning techniques used by defense attorneys in child sexual assault trials, examining the impact of myths and misconceptions about child sexual abuse. She has contributed to the field through various articles addressing how children respond to questioning and the legal nuances surrounding their testimonies.

Articles (12)

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2025

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2024

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2023

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2023

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2023

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2022

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2022

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2022

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2021

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2021

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2021

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2021

Collaborators (6)

Tess Neal

Associate Professor and Dean's Professor

Iowa State University

UNITED STATES

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Breanne Wylie

Assistant Professor

North Carolina State University

UNITED STATES

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Thomas Lyon

UNITED STATES

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shanna williams

Assistant Professor

McGill University

CANADA

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Suzanne Coble

Assistant Professor

University of Arkansas at Little Rock

UNITED STATES

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Kelly McWilliams

UNITED STATES

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Stacia Stolzenberg

Research Interests

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Articles (12)

U.S. Defense Attorneys’ Implicit Questioning of Children in Child Sexual Assault Trials

Pronoun Anaphora and Children's Developing Abilities to Backward Reference in Criminal Cases of Alleged Child Sexual Abuse

Developmental Considerations in How Defense Attorneys Employ Child Sexual Abuse and Rape Myths When Questioning Alleged Victims of Child Sexual Abuse

Myths and Misunderstandings About Child Sexual Abuse in Criminal Investigations

Child Witnesses Productively Respond to “How” Questions About Evaluations but Struggle With Other “How” Questions

Blaming Children: How Rape Myths Manifest in Defense Attorneys’ Questions to Children Testifying About Child Sexual Abuse

Did Your Mom Help You Remember?: An Examination of Attorneys’ Subtle Questioning About Suggestive Influence to Children Testifying About Child Sexual Abuse

‘This incident happened when there were 10 people in the house?’ Exploring a framework to categorize defense attorneys’ plausibility questioning in CSA trials

Increasing maltreated and nonmaltreated children’s recall disclosures of a minor transgression: The effects of back-channel utterances, a promise to tell the truth, and a post-recall putative confession

The utility of direct questions in eliciting subjective content from children disclosing sexual abuse

Don’t know responding in young maltreated children: The effects of wh- questions type and enhanced interview instructions.

The effects of evidence-based expert testimony on perceptions of child sexual abuse involving recantation

Collaborators (6)

Tess Neal

Breanne Wylie

Thomas Lyon

shanna williams

Suzanne Coble

Kelly McWilliams

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