Thesis (M.S.)--University of Wyoming, 2007. / Title from PDF title page (viewed on June 15, 2009). Includes bibliographical references (p. 33-35).

Thesis (Ph. D.)--University of Chicago, Dept. of English Language and Literature, August 2002. / Includes bibliographical references. Also available on the Internet.

Thesis (M.Psych.Clin.) - University of Queensland, 2003. / Includes bibliography.

Thesis (LL. M.)--Judge Advocate General's School, United States Army, 1975. / "April 1975." Typescript. Includes bibliographical references. Also issued in microfiche.

An extensive review of eyewitness testimony research reveals that (1) research findings are inconsistent in their assessments of the fallibility of eyewitness memory and in their attempts to delineate the factors which affect eyewitness' memory; (2) the criminal justice system questions the validity of generalizing these research findings to real-world eyewitnessing situations. It is suggested in this thesis that researchers' over-reliance on experimental methodology has led to a confused image of eyewitness' memory which is of questionable relevance to actual eyewitness situations. A non-experimental examination of real-world eyewitnesses is therefore proposed as a first step toward collecting meaningful data relating to eyewitness memory. Two types of non-experimental research are presented in this thesis: archival research and a case study of eyewitnesses to a violent crime. The archival research, which was drawn from R.C.M. Police files, was designed as a means of gathering baseline data concerning actual eyewitnesses, for example, their gender and age and how often they are also victims of crime. The case study involved interviewing thirteen witnesses, all of whom had witnessed the same gunshooting incident. Witnesses were questioned by police at the time of the incident and interviewed by our research team four to five months later. Both statements were analyzed for the number and type of details reported and the accuracy of those details. Higher accuracy rates than those reported in the experimental literature were found in the witnesses' statements both at the time of the incident and several months later. Although the data base established in these studies is insufficient to judge the validity or invalidity of prior eyewitness research, it does appear that experimental research has not appropriately assessed eyewitnessing ability in regard to witnessing a striking, violent real-world event. The generalizability of experimental research to this type of event is therefore highly suspect. It is concluded that the combination of archival and field research will yield the data base needed for developing an understanding of the behaviour of actual eyewitnesses. / Arts, Faculty of / Psychology, Department of / Graduate

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This exploratory study examined the manner in which variations in questioning procedures influenced the amount and accuracy of information that children and young adults recalled about a video-taped incident. Preschoolers, 8 to 10-year-olds and young adults were assigned to one of three conditions. In the control condition, one interviewer had complete knowledge of the incident and used a standard question protocol to obtain free recall. To examine how prior knowledge may predispose interviewers to use leading questions, 60 interviewers in the informed condition had limited information about the incident and 60 interviewers in the blind condition had no information about the incident and both groups were free to use their own questioning strategies. The two major dependent measures were spontaneous material (elicited in response to all question types) and yes/no responses to closed questions. Two main hypotheses and several additional questions were examined. The first hypothesis predicted that the amount of spontaneous recall in the blind and informed conditions would be higher but the accuracy lower, when compared to material elicited in the free recall condition across age-groups. Although results showed a significant increase in recall amount, there was a differential effect on accuracy. For the two younger age-groups accuracy decreased but for the adult sample, accuracy scores remained stable across the three conditions. There were clear age-related differences in the amount of material freely recalled in the control condition and no differences in accuracy. In the blind and informed conditions, there were significant age-related differences in both the amount and accuracy of spontaneous recall material. The second hypothesis predicted that closed questions which are leading (in the correct sense) would elicit more accurate responses than those that are misleading. Results supported this hypothesis for the two older samples but there was no difference between the two accuracy scores for the youngest samples. The two older age-groups scored significantly higher than the pre-school sample for accuracy based on leading questions, but there were no age-related differences in response to misleading questions. The blind and informed conditions did not differ in the accuracy of spontaneous recall or closed question material. Accuracy scores were adjusted by subtracting errors associated with particular features in the questioning context and the subject’s developmental status. In comparing the original and adjusted accuracy scores, age-related differences for spontaneous recall were minimal and disappeared for accuracy based on closed questions. In addition to language and comprehension errors, the error type which most clearly distinguished the pre-school from the older age-groups were addition errors classed as incorrect inferences and fabrications. In all cases, these error types were associated with one or more features of the questioning context. The sequential nature of the question/response discourse was highlighted in the proportion of error which was extended over a sequence of turns and the proportion of interviews containing one or more e>ror retractions. For both measures, the two younger groups scored higher that the young adult group. Age related differences were also found in the amount and accuracy of material in the interviewer reports as well as in the components of report error. The results include a detailed outline of the manner in which fabricated material emerged, the circumstances under which it was retracted and the degree to which it appeared in the interviewer reports. Also reviewed are qualitative features relating to the form, content, techniques and style of questioning as well as characteristics of young children’s language, thinking and perception. The results are compared to previous research findings regarding age-related differences in question/response material with specific focus on issues regarding children’s inaccuracy, suggestibility and inability to distinguish fact from fantasy. Productive and counter-productive questioning procedures are discussed in relation to the demand characteristics of the interview setting, the nature of repeated questioning and a number of related issues specific to questioning in the forensic context. Practical application of the findings are discussed with a particular focus on improving non-leading questioning skills in applied settings. / Graduate

M.A. / The study aimed to investigate the subjective experiences of sexually abused children who testify in criminal courts in South Africa. As few research studies have addressed this problem, particularly from a qualitative perspective, the researcher identified a need to explore the issue further. In addition, it was believed that it would be useful to examine the topic from a both-and perspective. In other words, to investigate the positive and the negative aspects of the experience. The impact of other systems, such as courtroom preparation programmes, and individuals on the research participants was also addressed by the study. The researcher's intention was to honour the four participant's individual narratives. Thus, working from a social constructionist framework was appropriate, as such a framework highlights the existence of multiple realities. Although there are similarities across the four narratives, each one represents a unique reality as experienced by the respective participants. The following points reflect some of the most salient findings of the research: • There appears to be a strong link between receiving positive support and coping with the task of testifying. • Attending a courtroom preparation programme seems to impact very favourably on a child's ability to testify in criminal court. • Testifying in sexual abuse cases can be both traumatic or stressful, for example, having to see and identify the alleged perpetrator, and healing or empowering, for example, being able to put an end to the abuse by speaking out. • Courtroom reforms have gone a long way towards improving conditions for child witnesses. Nevertheless, the current situation is still far from ideal as many inconsistencies and obstacles characterize the legal domain as it relates to child witnesses. • The participants emphasized that they have a right to be respected and heard. In order to respect and satisfy the rights and needs of child witnesses, further research needs to be undertaken to ascertain their actual needs. Children need to become active participants in the reform process.

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