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Under an adversarial legal system, witnesses� testimony may be challenged by the opposing lawyer during cross-examination. Cross-examination has been shown to negatively affect the accuracy of children�s event reports, but as yet, the mechanisms driving this effect are unknown. Experiment 1 aimed to tease apart the roles of question type and repeated interviewing in mediating children�s cross-examination performance. Five- and 6-year-olds (N = 82) and 9- and 10-year-olds (N = 103) took part in a staged event, and 1 to 2 days later they took part in a direct examination interview. Next, either 1 to 3 days or 6 months later, all children were interviewed for a second time. For half of the children, this second interview was a repeat of their direct examination interview. The remaining children were interviewed in a cross-examination format. A second interview reduced response accuracy after both short and long delays, however, cross-examination questioning impaired the accuracy of children�s reports the most. Although, overall, children have considerable difficulty answering cross-examination questions correctly, variation in their performance has been observed. Experiment 2 assessed whether individual differences in cognitive abilities mediate cross-examination performance. Five- and 6-year-olds (N = 116) and 9- and 10-year-olds (N = 58) visited the police station and subsequently reported their experiences in direct examination and cross-examination interviews. Children�s memory, receptive language ability, expressive language ability, and intelligence were also measured. Age, intelligence, and memory predicted aspects of cross-examination performance. Overall, these cognitive factors accounted for between 16.6% and 19.5% of the variance in cross-examination outcome measures. Given the negative effect of cross-examination on children�s responding, and our inability to identify the children who are most at risk of poor performance during this interview, Experiment 3 assessed our ability to facilitate children�s responding to cross-examination questioning. Specifically, the effect of manipulating the timing of a pre-trial intervention, which gives children practice and feedback at cross-examination questioning, was investigated. Five- and 6-year-olds (N = 88) and 9- and 10-year-olds (N = 108) visited the police station. One to 3 days later they completed the direct examination interview and 6 months after the event, children were cross-examined. The timing of the preparation intervention was varied (1-day, 1-week, 1-month before cross-examination), and the children�s subsequent cross-examination performance was compared to that of children in the control group. When the preparation intervention was delivered 1 day or 1 week before the cross-examination interview, children�s cross-examination performance was significantly improved. The findings from the three experiments suggest that cross-examination is likely to pose considerable problems for children, especially younger children. Our greater understanding of factors that influence children�s responding to cross-examination questioning may guide reform of the cross-examination process for child witnesses. Bottom-up initiatives, such as pre-trial preparation, and top-down changes, including educating professionals, expert testimony, and reducing the delay to cross-examination, may improve the reliability of child witnesses� testimony during cross-examination.

Thesis (M.A.)--Marshall University, 2002. / Title from document title page. Document formatted into pages; contains ii, 42 p. Includes bibliographical references (p. 19-23).

Jehovah's Witnesses claim to be the sole advocates for God's truth at this point in redemptive history. Basing this belief on their interpretation of Matthew 24:45-47 and Luke 12:42-45, the Watchtower Society proclaims that their organization is led by "the faithful and discreet slave" (FDS) of the end times. This FDS is the Governing Body of the Society, which has been charged with the responsibility of providing spiritual food for Jehovah's people. According to the Witnesses, to discount the message of the FDS is to ignore the voice of God. History reveals that the identity and the message of the FDS have changed since the conception of the Watchtower organization. The movement's founder, Charles Taze Russell, was first known as the FDS of Matthew 24 but lost the title after his death when the new leader of the group shifted the identity away from an individualistic understanding to a corporate one. After proclaiming for the bulk of the organization's history that the 144,000 anointed Witnesses were the FDS, the Society recently changed their understanding of this end times' servant in 2012. Currently, the FDS is only the anointed Witness men that are serving on the Governing Body of the Society. This progressive shift in the organization's understanding of the FDS and the eventual disappearance of these anointed Witnesses continues to necessitate theological realignments, which in turn lays the apologetic groundwork for evangelism to the Jehovah's Witnesses. As redemptive history continues to unfold, the Watchtower Society will be forced to clarify or reinterpret many of their foundational teachings. Such reinvention further opens the apologetic door for evangelism among disillusioned Witnesses. When the Watchtower organization again searches to recast their leadership along with their message, authentic Christians must be ready and seeking to direct Witnesses to the unchanging message of the gospel.

Eyewitnesses to crimes sometimes perform cognitively demanding tasks while simultaneously observing a perpetrator. This division of attentional resources can cause them to remember the perpetrator less accurately. Pickel et al. (in press) showed that judging a target individual’s veracity impairs subsequent memory for his or her appearance and message. They argued that this result occurred because judging veracity is an attention-demanding task that is difficult to perform while simultaneously encoding the target’s information. The previous study also demonstrated that suspicion exaggerated the memory impairment effect, apparently by inducing suspicious witnesses to scrutinize the target more closely than non-suspicious witnesses. The goal of the present study was to replicate the findings that judging veracity impairs witnesses’ memory for the target’s appearance and message using a different video (i.e., a different target, crime scenario, and message) and that induced suspicion exaggerates this effect. In addition, I hypothesized that judging veracity also impairs witnesses’ performance on a lineup task and inflates confidence and ratings on other testimony-relevant judgments by giving witnesses the false sense that they have attended closely to the suspect’s physical appearance and message. I hypothesize that suspicion will exaggerate this effect. Results were found to be consistent with Pickel et al.’s (in press) previous findings. Witnesses who judged veracity performed more poorly on the lineup task than those who were not informed they would need to judge veracity, and witnesses who were made suspicious performed worse than those who judged veracity. Differences were discovered across the groups in relation to certainty ratings and other testimony-relevant judgments about the eyewitness experience. / Department of Psychological Science

This study was designed to test for the effect of role of presenter during a showup (one-person lineup) and eyewitnesses' authoritarianism on identification rates. Specifically, this study addressed the question of whether or not eyewitnesses are more likely to identify a suspect as the perpetrator of a crime when they make their identifications to a police officer rather than a civilian, and whether authoritarianism interacts with presenter role. 169 participants witnessed a staged theft and were then asked to make an identification of a suspect in a showup. Interpretation of the results suggested that the presence of a police officer during a showup increases identification rates of the suspect. Also, a higher level of authoritarianism in the eyewitness and the presence of a police officer increase the confidence eyewitnesses have in their identification. Implications for law enforcement and future research are discussed. Acknowledgements: Special thanks to David Taylor, Emily Zumbaugh, KimberlyBolich, and Christina Waddups for their assistance with data collection. / Department of Psychological Science

When a witness views a crime, they are often asked to construct a facial likeness, or composite of the suspect. These composites are then used to stimulate recognition from someone who is familiar with the suspect. Facial composites are commonly used in large scale cases e. g. Jill Dando, Yorkshire Ripper, however a great deal of research has indicated that facial composites perform poorly and often do not portray an accurate likeness of the suspect. This thesis therefore examined methods of improving facial composites. In particular, it examined methods of increasing the likeness portrayed in composites, both during construction and at test. Experiments 1 to 3 examined the effectiveness of a new three-quarter-view database in PROfit. Experiment 1 examined whether the presentation of composites in a three-quarter- view composite will aid construction. Participant-witnesses were exposed to all views of a target and the results indicated that three-quarter-view composites performed as well as full-face composites but not better. Experiments 2 and 3 then examined whether the presentation of two composites (one in a full-face view and the other in a three-quarter-view) from the same participant-witness would increase performance above the level observed for a single composite. The results revealed that two views were better than one. In addition, experiment 3 examined the issue of encoding specificity and viewpoint dependency in composite construction. All participant-witnesses were exposed to either one view of a target (full-face or three-quarter) or all views and they were asked to construct both a full-face and a three-quarter- view composite. The results indicated that performance was better when all views of a face had been presented. When a target had been seen in a three-quarter-view, it was better to construct a three-quarter-view composite. However, when a target had been seen in a full-face view, performance for both full-face and three-quarter composites was poor. Experiments 4 to 8 examined whether the presentation of composites from multiple witnesses would increase performance. The results revealed that morphing composites from four different witnesses (4-Morphs) resulted in an image that performed as well as or better than the best single image. Further experimentation attempted to examine why multiple composites performed well. In particular, it was asked whether multiple composites performed well because they contained varied information or whether they performed well because they just contained more information. Multiple composites from both single and multiple witnesses using the same (PROfit) and different (PROfit, E-FIT, Sketch, EvoFIT) composite techniques were compared and the results revealed that multiple composites performed well because they contained different memorial representations. This combination of different memorial representations appeared to result in an image that was closer to the ideal, or prototypical image. Experiments 9 to 12 examined the relationship between verbal descriptions and composite quality. The results revealed that there was no clear relationship between the amount of description provided, the accuracy of the description and performance of the resulting composite. Further experimentation examined whether the presentation of a composite and a description would increase performance above the level observed for a single composite. The results revealed that the combination of a description and a composite from the same participant-witness did increase performance. This indicated that descriptions and composites might contain differing amounts and types of featural and configurational information. Both the theoretical and practical implications of these results are discussed. Experiments 1, 2 and 3 of this thesis have been submitted for publication. Ness, H., Hancock, P. J. B., Bowie, L. and Bruce, V. Are two views better than one? A study investigating recognition of full-face and three-quarter-view composites. Applied Cognitive Psychology. Experiment 4 of this thesis appears in Bruce, V., Ness, H., Hancock, P. J. B., Newman, C. and Rarity, J. (2002). Four heads are better than one: combining face composites results yields improvements in face likeness. Journal of Applied Psychology. 87 (5), 894-902. Other Publications Frowd, C. D., Carson, D., Ness, H., Richardson, J., Morrison, L., McLanaghan, S., Hancock, P. J. B. Evaluating Facial Composite Systems. Manuscript accepted for publication in Psychology, Crime and Law. Frowd, C. D., Carson, D., Ness, H., McQuiston, D., Richardson, J., Baldwin, H., Hancock, P. J. B. Contemporary Composite Techniques: The impact of a forensically relevant target delay. Manuscript accepted for publication in Legal and Criminological Psychology.

Under an adversarial legal system, witnesses� testimony may be challenged by the opposing lawyer during cross-examination. Cross-examination has been shown to negatively affect the accuracy of children�s event reports, but as yet, the mechanisms driving this effect are unknown. Experiment 1 aimed to tease apart the roles of question type and repeated interviewing in mediating children�s cross-examination performance. Five- and 6-year-olds (N = 82) and 9- and 10-year-olds (N = 103) took part in a staged event, and 1 to 2 days later they took part in a direct examination interview. Next, either 1 to 3 days or 6 months later, all children were interviewed for a second time. For half of the children, this second interview was a repeat of their direct examination interview. The remaining children were interviewed in a cross-examination format. A second interview reduced response accuracy after both short and long delays, however, cross-examination questioning impaired the accuracy of children�s reports the most. Although, overall, children have considerable difficulty answering cross-examination questions correctly, variation in their performance has been observed. Experiment 2 assessed whether individual differences in cognitive abilities mediate cross-examination performance. Five- and 6-year-olds (N = 116) and 9- and 10-year-olds (N = 58) visited the police station and subsequently reported their experiences in direct examination and cross-examination interviews. Children�s memory, receptive language ability, expressive language ability, and intelligence were also measured. Age, intelligence, and memory predicted aspects of cross-examination performance. Overall, these cognitive factors accounted for between 16.6% and 19.5% of the variance in cross-examination outcome measures. Given the negative effect of cross-examination on children�s responding, and our inability to identify the children who are most at risk of poor performance during this interview, Experiment 3 assessed our ability to facilitate children�s responding to cross-examination questioning. Specifically, the effect of manipulating the timing of a pre-trial intervention, which gives children practice and feedback at cross-examination questioning, was investigated. Five- and 6-year-olds (N = 88) and 9- and 10-year-olds (N = 108) visited the police station. One to 3 days later they completed the direct examination interview and 6 months after the event, children were cross-examined. The timing of the preparation intervention was varied (1-day, 1-week, 1-month before cross-examination), and the children�s subsequent cross-examination performance was compared to that of children in the control group. When the preparation intervention was delivered 1 day or 1 week before the cross-examination interview, children�s cross-examination performance was significantly improved. The findings from the three experiments suggest that cross-examination is likely to pose considerable problems for children, especially younger children. Our greater understanding of factors that influence children�s responding to cross-examination questioning may guide reform of the cross-examination process for child witnesses. Bottom-up initiatives, such as pre-trial preparation, and top-down changes, including educating professionals, expert testimony, and reducing the delay to cross-examination, may improve the reliability of child witnesses� testimony during cross-examination.

Thesis (MA(Religion))--University of South Australia, 2000