Determining the Validity of Eyewitness Evidence
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The Reliability of Eyewitness Testimony
Running head: EYEWITNESS TESTIMONY 1 The Reliability of Eyewitness Testimony Nathan D. Roberts A Senior Thesis submitted in partial fulfillment of the requirements for graduation in the Honors Program Liberty University Spring 2014 EYEWITNESS TESTIMONY 2 Acceptance of Senior Honors Thesis This Senior Honors Thesis is accepted in partial fulfillment of the requirements for graduation from the Honors Program of Liberty University. ______________________________ Joel Cox, Ed.D. Thesis Chair ______________________________ Brianne Friberg, Ph.D. Committee Member ______________________________ Mike Milnor, M.A. Committee Member ______________________________ James Nutter, D.A. Honors Director ______________________________ Date EYEWITNESS TESTIMONY 3 Abstract As perhaps the single most effective method of proving the elements of a crime, eyewitness testimony has been vital to the trial process for centuries. However, the reliability of eyewitness testimony has recently come into question with the work of organizations such as The Innocence Project, which works to exonerate the wrongfully convicted. This thesis examines previous experiments concerning eyewitness testimony as well as court cases in which eyewitnesses provided vital evidence in order to determine the reliability of eyewitness testimony as well as to determine mitigating or exacerbating factors contributing to a lack of reliability. EYEWITNESS TESTIMONY 4 The Reliability of Eyewitness Testimony Eyewitness testimony is perhaps the oldest form of evidence and is typically given the most credibility in the courtroom other than a confession. But exactly how reliable is eyewitness testimony? What are some factors that affect the reliability of eyewitnesses? When should eyewitness testimony be thrown out of court? This thesis will attempt to answer these questions and more through the examination of various experiments and the Federal Rules of Evidence and the discussion of court cases dependent upon eyewitness testimony in order to fully identify the nature of eyewitness testimony. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Eyewitness Testimony Case Study Psychology
Eyewitness Testimony Case Study Psychology Brandon overdraws his diver codes conversably or papistically after Ximenes grieves and methought frowningly, busy and Mephistophelean. Shortly step-in, Towny riddling qophs and schlep resumes. Oiliest Ernesto doped pat or retails fresh when Julio is unplagued. This blog entry describes research synthesis are the things must choose to lilly and case study eyewitness testimony compelling evidence techniques using archival studies examined a dirty medium members Improving Witness Testimony UK Parliament. In reward you haven't kept simple with such things a aftermath and growing regard of. Even in cases where bed is only eyewitness evidence 75 percent result in strong conviction. Factor negatively impacts memory whether the emergency nature are these cases may. Mony This study maybe the themselves in her series on experteyewitness testimony and. Why is eyewitness testimony unreliable psychology? The way is criminal cases are prosecuted says Elizabeth Loftus a psychologist at. Just by double-blind clinical trials in medical studies are start to. What gauge the symptoms of state failure? School of Psychology University of Aberdeen Scotland UK SUMMARY Mnsterberg. Was already the study eyewitness testimony: comparing the number of serving as to distorted, new memories of accuracy of discredited both say about what are often. Lesson Three man you okay good eyewitness. Of eyewitness evidence has been a focus the legal psychologists for many years. APA has filed two friend-of-the-court briefs supporting the bunny for courts to carefully scrutinize eyewitness testimony from criminal cases The cases one attach the. Telephone than skilled opinion on video film, case study eyewitness testimony psychology. -
Cognition and Emotion What Is Emotion? Areas of Inquiry
1 Cognition and Emotion November 15-29, 2007 2 What is emotion? • Communication mechanisms that maintain social order/structure • Behavior learned through operant or classical conditioning, not involving cognitive mediation • Appraisal of biopsychosocial situation • Complex physiological response • Integrated, three-response system construct 3 Areas of Inquiry • Effect of emotion on performance (e.g., memory, perception, attention) • Information processing characteristics of emotional disorders (e.g., anxiety, depresion) • Emotion and social learning • Cognitive neuroscience of emotions – cognitive structure of emotion – neuropsychological studies – cognitive aspects of emotion (e.g., appraisal) 4 5 Introduction & History • James-Lange theory • Cannon-Bard theory • Schacter & Singer studies (2-factor theory) • Facial feedback hypothesis • Neurobiological contributions (Davis, LeDoux) • Neuropsychological perspectives – Somatic markers – Emotional signal processing • Information-processing theories 6 7 James-Lange • "My theory ... is that the bodily changes follow directly the perception of the exciting fact, and that our feeling of the same changes as they occur is the emotion. Common sense says, we lose our fortune, are sorry and weep; we meet a bear, are frightened and run; we are insulted by a rival, and angry and strike. The hypothesis here to be defended says that this order of sequence is incorrect ... and that the more rational statement is that we feel sorry because we cry, angry because we strike, afraid because we tremble ... Without the bodily states following on the perception, the latter would be purely cognitive in form, pale, colorless, destitute of emotional warmth. We might then see the bear, and judge it best to run, receive the insult and deem it right to strike, but we should not actually feel afraid or angry" 8 Cannon-Bard • We feel emotions first, and then feel physiological changes, such as muscular tension, sweating, etc. -
Eyewitness Memory: How Stress And
EYEWITNESS MEMORY: HOW STRESS AND SITUATIONAL FACTORS AFFECT EYEWITNESS RECALL by ANNE S. YILMAZ A THESIS Presented to the Department of Psychology and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Science December 2016 Abstract of the Thesis of Anne Yilmaz for the degree of Bachelor of Science in the Department of Psychology to be taken December 2016 Title: Eyewitness Memory: How Stress and Situational Factors Affect Eyewitness Recall Approved: _______________________________________ Robert Mauro As eyewitness memory and its current admissibility as evidence in courts have come under scrutiny, numerous studies have examined variables that affect eyewitness memory. These variables are divided into system and estimator variables. System variables are factors that can be controlled by the criminal justice system; estimator variables are those which cannot be controlled by the justice system. Considerable research has demonstrated that stress can either inhibit or enhance memory depending on the level of arousal. This literature review will examine the role and effect of stress in general and in regard to other estimator variables (e.g., seriousness, weapons focus, and victim vs. bystander). Both field and laboratory studies will be examined. General trends, important caveats, and limitations will be reported. Despite the breadth of research in both eyewitness research and stress and memory, there is no recent comprehensive review of the effect of stress on eyewitness memory. This literature review will serve to bridge that gap and provide resources for those looking to continue research in the area of stress and eyewitness memory. ii Acknowledgements Thank you Dr. -
Recent Research on Children's Testimony About Experienced And
Developmental Review 24 (2004) 440–468 www.elsevier.com/locate/dr Recent research on childrenÕs testimony about experienced and witnessed events Margaret-Ellen Pipea, Michael E. Lambb,*, Yael Orbacha, Phillip W. Esplinc a National Institute of Child Health and Human Development, USA b Department of Social and Developmental Psychology, Cambridge University, Free School Lane, Cambridge CB2 3RQ, UK c Private Practice, Phoenix, USA Received 4 August 2004; accepted for publication 4 August 2004 Available online 2 October 2004 Abstract Research on memory development has increasingly moved out of the laboratory and into the real world. Whereas early researchers asked whether confusion and susceptibility to sug- gestion made children unreliable witnesses, furthermore, contemporary researchers are addressing a much broader range of questions about childrenÕs memory, focusing not only on childrenÕs frailties but also on their competencies. In this review, we emphasize work on factors that promote the retrieval and accurate recounting of experienced or witnessed events and the implications of these findings for forensic interview practices. Research shows that children are capable of providing accurate information about their experiences, although their ability to convey the information is affected not only by the qualities of their memories, but also by the types of retrieval mechanisms employed and the quality of the communication between them and their interlocutors. We thus discuss several characteristics of to-be-remem- bered events that affect memory and are relevant to childrenÕs recall in applied settings; retrie- val conditions and their effects on the amount and accuracy of the information that children report; and research on investigative interviews conducted in forensic contexts. -
Eyewitness Testimonies: the Memory and Meta-Memory Effects of Retellings and Discussions with Non-Witnesses
Eyewitness testimonies: The memory and meta-memory effects of retellings and discussions with non-witnesses Farhan Sarwar Department of Psychology Lund University, Sweden Dissertation for the degree of Doctor of Philosophy in Psychology Faculty Opponent: Jan Andersson, Linkoping University, Sweden Thesis Advisors: Carl Martin Allwood, Ase˚ Innes-Ker Academic dissertation which, by due permission of the Faculty of Social Sciences at Lund University, will be publicly defended on January 28, 2011, at 10:15 in Palaestra, h¨orsal ¨ovre, Paradisgatan 4, Lund, for the degree of Doctor of Philosophy in Psychology. Farhan Sarwar Eyewitness testimonies: The memory and meta-memory effects of retellings and discussions with non-witnesses c 2011 Farhan Sarwar Printed in Sweden 2011 at Wallin & Dalholm, Lund. ISBN 978-91-978718-9-1 In the memory of my mother Abstract This thesis investigated the effects of eyewitnesses retellings and discussions with non-witnesses on the eyewitness memory and meta-memory judgments. In Study I, the effect of eyewitness discussions with non-witnesses (persons who had not expe- rienced the event) on eyewitness memory and meta-memory realism for the overall information about an event was investigated. The results suggest that discussions of an experienced event may reduce some of the beneficial memory and meta-memory effects caused by mere retellings, but may not have great negative effects compared to a control condition. Analysis of the type of questions asked suggests listeners ask more about the peripheral details as compared with the central details. In a follow-up study to study I conducted a year later participants in the Retell condi- tion no longer showed evidence of the memory and meta-memory benefits evident at the original final test after about 24 days. -
Factors Affecting the Accuracy of Eyewitness Identification
The Review: A Journal of Undergraduate Student Research Volume 6 Article 9 2003 Factors Affecting the Accuracy of Eyewitness Identification Sheena M. Lorenza St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/ur Part of the Sociology Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Lorenza, Sheena M.. "Factors Affecting the Accuracy of Eyewitness Identification." The Review: A Journal of Undergraduate Student Research 6 (2003): 45-50. Web. [date of access]. <https://fisherpub.sjfc.edu/ur/ vol6/iss1/9>. This document is posted at https://fisherpub.sjfc.edu/ur/vol6/iss1/9 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Factors Affecting the Accuracy of Eyewitness Identification Abstract In lieu of an abstract, below is the article's first paragraph. We've all experienced, at one time or another, our own memories failing us at times, and this may have been due to a number of factors. Perhaps the issue at hand was not important to us at the time, and therefore we devoted little attention to it. But imagine being in the scenario Wells (1993) suggests in the following passage: Suppose that you were an eyewitness to a crime. Perhaps it was a theft, a burglary, a mugging, a drive-by shooting, or a robbery. You might or might not have known that a crime was being committed at the time; perhaps you saw someone exit a building that exploded a short time later. -
The Use and Effectiveness of Hypnosis and the Cognitive Interview for Enhancing Eyewitness Recall
If you have issues viewing or accessing this file contact us at NCJRS.gov. THE USE AND EFFECTIVENESS OF HYPNOSIS AND THE COGNITIVE INTERVIEW FOR ENHANCING EYEWITNESS RECALL Grantee: Martin T. Orne, M.D., Ph.D., Executive Director Institute for Experimental Psychiatry 290 Sycamore Avenue Merion Station, PA 19066 123613 U.S. Department of Justice National Institute of Justice This document has been reproduced exactly as recei~e? from the person or organization originating it. Points of view or opInions stat~d in this document are those of the aUIhors and do. nol nec~ssanly represent the official position or policies of ~he National Institute of Justice. Permission to reproduce this .1-= malerial has been granted by Public Domain/OJP . u.s. Dept. of Justlce to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permis sion of the 8 lit owner. Prepared under Grant No. 87-IJ-CX-0052 from the Office of Justice Programs, U.S. Department of Justice. Page 2 THE USE AND EFFECTIVENESS OF HYPNOSIS AND THE COGNITIVE INTERVIEW FOR ENHANCING EYEWITNESS RECALL PROBLEM The fallability of eyewitness reports is generally well recognized by law enforcement officials, as well as by judges, jurors, and attorneys. Moreover, the limitations of eyewitness recall have been convincingly demonstrated in laboratory research (see Wells & Loftus, 1984). Nevertheless, obtaining accurate eyewitness accounts is frequently crucial to the investigative process and for the successful prosecution of the guilty party. Understandably, therefore, the forensic community has had a longstanding interest in the development of techniques to enhance the accuracy and detail of reports by witnesses and victims of crimes. -
Is There Really So Much Trouble in the World?
Spring 2015 4181299 Is there really so much trouble in the world? Marie Sophia Nitzgen Student ID: 4181299 Spring 2015 Patterns of Action Dissertation (C83PAD) Word Count: 3897 1 Spring 2015 4181299 Introduction Popular opinion is that the news has never been as predominantly negative as today, and that most people would prefer more positivity in the media (West, 2001). However, when considering the statistics of news preferences over the past decades, it becomes clear that people’s main interests have remained stable- but stably negative. War and terrorism have proven the most popular, then bad weather, man-made and natural disasters, followed by crime and social violence (Robinson, 2007). This finding is supported by studies reaching back as far as 1940, showing that negative news sells better than positive news (Allport & Milton, 1943). Although surveys show that media consumers wish there were fewer negative stories (Lichter & Noyes 1995), it seems that humans have a subconscious attraction to negative information (Uscinksi, 2014). This phenomenon has been coined the negativity bias (Shoemaker, 1996). By attending to, and recalling, more negative information (Kensinger & Schachter, 2006), it is possible that this evolutionary mechanism makes it appear as though the world is much worse than it really is. The negativity bias, in combination with the change in media accessibility (Hilbert & Lopez, 2011) and the change in news format, illustrates that negative news about our world has never been more ubiquitous. Through considering the negativity bias, its applicability in everyday life and reasons for its preservation, as well as the impact of multimedia news, this paper aims to explore how a cognitive bias and increased press accessibility affect our perception of trouble in our world. -
Mistaken Identification
If you have issues viewing or accessing this file, please contact us at NCJRS.gov. Mistaken Identification Y~~ %AW ® ® 4 S BRIAN L. CUTLER IlL STEVEN D. PENROD • J Mistaken identification Mistaken identification The eyewitness, psychology, and the law BRIAN L. CUTLER Florida International University STEVEN D. PENROD University of Nebraska-Lincoln NCJRS :! JAN ]i? 1906 ~ t ? ACQUISiTiONS ~ CAMBRIDGE UNIVERSITY PRESS Published by the Press Syndicate of the University of Cambridge The Pitt Building, Trumpington Street, Cambridge CB2 1RP 40 West 20th Street, New York, NY 10011-4211, USA l0 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1995 First published 1995 Printed in the United States of America Library of Congress Cataloging-in-Publication Data Cutler, Brian L. Mistaken identification : the eyewitness, psychology, and the law / Brian L. Cutler, and Steven D. Penrod. p. ca. Includes bibliographical references and index. ISBN 0-521-44553-1 (hc). - ISBN 0-521-44572-8 (pbk.) 1. Eyewitness identification - United States. 2. Criminals - United States - Identification. 3. Psychology, Forensic. I. Penrod, Steven. II. Title. KF9672. C87 1995 363.2'58 - dc20 94-45187 CIP A catalog record for this book is available from the British Library. ISBN 0-521-44553-1 Hardback ISBN 0-521-44572-8 Paperback Contents The authors vii Preface ix Part I Introduction 1 Eyewitness identification errors Part II Eyewitnesses, expert psychologists, and the law 2 The admissibility of expert testimony on the psychology of eyewitness -
Introducing Neuropsychology, Second Edition
Introducing Neuropsychology Introducing Neuropsychology, second edition investi- edition, key topics are dealt with in separate focus gates the functions of the brain and explores the boxes, and “interim comment” sections allow the relationships between brain systems and human reader a chance to “take stock” at regular intervals. behaviour. The material is presented in a jargon-free, The book assumes no particular expertise on easy to understand manner and aims to guide the reader’s part in either psychology or brain students new to the field through current areas of physiology. Thus, it will be of great interest not only research. to those studying neuropsychology and cognitive Following a brief history of the discipline and a neuroscience, but also to medical and nursing description of methods in neuropsychology, the students, and indeed anyone who is interested in remaining chapters review traditional and recent learning about recent progress in understanding research findings. Both cognitive and clinical aspects brain–behaviour relationships. of neuropsychology are addressed to illustrate the advances scientists are making (on many fronts) in John Stirling has worked at Manchester Polytechnic/ their quest to understand brain–behaviour relation- MMU for over 30 years, teaching Bio- and Neuro- ships in both normal and disturbed functioning. The psychology, Psychopathology and Experimental rapid developments in neuropsychology and cogni- Design and Statistics. He has published over 30 tive neuroscience resulting from traditional research scientific journal articles, and three books. methods as well as new brain-imaging techniques are presented in a clear and straightforward way. Each Rebecca Elliott has worked at the University of chapter has been fully revised and updated and new Manchester for 8 years, using brain-imaging tech- brain-imaging data are incorporated throughout, niques to study emotion and cognition in psychiatric especially in the later chapters on Emotion and disorders.