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This program of research examined whether mock-jurors could more accurately discriminate between correct and false eyewitness identifications after exposure to the identification procedure instead of—or in addition to—the witness’s testimony. In Experiment 1, 332 eyewitnesses exposed to staged crime videos attempted to identify the “criminal” from lineups. Lineups contained either the “criminal” or a replacement foil, were presented simultaneously or sequentially, and were conducted under double-blind, single-blind, or post-identification feedback conditions. In Experiment 2, 432 mock-jurors viewed a subset of the eyewitnesses from Experiment 1 (n = 48). Each mock-juror viewed a single eyewitness making their identification decision and/or testifying about the crime, their identification, and the officer. More mock-jurors believed that the eyewitnesses had made correct identifications if they viewed the testimony—with or without the identification procedure—compared to exposure to the identification procedure alone. Furthermore, more mock-jurors believed eyewitnesses who received post-identification feedback or had made their identifications from sequential lineups. These differences in belief, however, did not translate into a difference in accuracy; overall, mock-jurors believed 62.96% of correct identifications and 56.48% of false identifications. Exposure to the identification procedure did not improve mock-jurors ability to determine the accuracy of an identification; however, these mock-jurors were more aware of the post-identification feedback. Videotaping identification procedures may make triers of fact more aware of biased lineup procedures; nonetheless, exposure to these videotapes will not improve the accuracy of mock-jurors’ decisions. / Thesis (Ph.D, Psychology) -- Queen's University, 2008-07-24 15:00:30.512

Medical professions associated with time pressured environments, incorporate apprenticeship as part of training. While our understanding of decision making has moved towards examining these environments, how does this knowledge apply to instruction in these contexts? / Specific reasoning strategies identified by Patel are useful in assessing medical instruction. Rasmussen's guidelines and Patel's protocol analytic methods are applied in this thesis to assess two time-pressured environments of a local hospital. In the medical and surgical intensive care unit, resident physician instruction and patient care co-occur withing the context of problem solving and decision making. / Differences between the two environments include a flattened hierarchy of communication, information exchange, and decision making content. Trainees approximated the proportion of directed reasoning strategies used by supervisors. Results are attributed to differences in knowledge-based solution strategy use, and medical domain structure. Implications for design of more guided apprenticeship programs is discussed.