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Brigham and Bothwell (1983) claimed that jurors have a scientifically incorrect view of eyewitness testimony. The purpose of this study was to examine the most beneficial way to assist the jury in dealing with eyewitness testimony. Duckworth, Kreiner, Stark-Wroblewski, and Marsh (2011) applied interactive participation in an eyewitness activity and expert testimony to a mock-jury dealing with eyewitness testimony and found that those who participated in the activity had significantly fewer convictions. The methodological framework of the Duckworth et al. study was applied to East Tennessee State University criminal justice undergraduates. Although this study did not find any significant effects in hearing expert testimony on empirical findings regarding eyewitness testimony or participating in an individual recall activity, cross tabulation frequencies indicated a directional pattern of relationship when independent variables were compared to the control group.

The purpose of this study was to examine differences of recalled events from a selected university student population. Eyewitness testimony is frequently used to convict defendants each year. Many of these convictions are based solely on eyewitness accounts. While much has been written on the reliability of eyewitness testimony, little is known about demographic characteristic differences that may exist. A videotaped event was shown to a sample of college students who were then asked to complete a questionnaire based on what they watched. There were significant differences found in the respondents‟ accuracy in recalling events of the video according to demographic characteristics of the sample.

Nina Andersson (2014) Läsning i särskolan – ur ett elevperspektiv.Speciallärarprogrammet 90hp, Skolutveckling och ledarskap,Lärande och samhälle, Malmö HögskolaProblemområde: Undervisningen i särskolan har fått kritik för att det är för mycket fokus på omsorg istället för kunskap. Därför är det av stor vikt att belysa undervisningen i särskolan och se i fall den bilden stämmer. Att fånga elevers syn på något och i synnerhet elever med utvecklingsstörning är inte särskilt vanligt därför är min bestämda uppfattning att det är viktigt att den här gruppens röster blir hörda. För att få en bakgrund och förståelse av elevernas kontext är min avsikt att beskriva deras svenskundervisning under ett antal lektioner.Syfte: Syftet är att undersöka grundsärskoleelevers upplevelser och erfarenheter av läsning och svenskundervisning. Vidare vill jag genom observation belysa hur svenskundervisningen kan se ut i två grundsärklasser på högstadiet. Undersökningens frågeställningar är: Hur upplever åtta grundsärskoleelever sin läsning och svenskundervisning?  Hur kan ett fåtal lektioner svenskundervisning beskrivas i två grundsärskoleklasser?Teoretisk ram: Studiens teoretiska ramverk är det sociokulturella perspektivet, vilket ses som en övergripande teori för lärande, kommunikation och har en interaktiv syn på läsförståelse. Jag belyser även metakognition och läsförståelseundervisning utifrån detta perspektiv.Metod: För att fånga elevernas perspektiv på läsning använder jag mig av intervju som metod. Med hjälp av videosekvenser, sk stimulated recall, underlättas berättandeti intervjusituationen. Genom observation, både filmat material och fältanteckningar, beskrivs två grundsärklassers svenskundervisning under ett fåtal lektioner.Resultat med analys: I de båda verksamheterna är pedagogerna ett stort stöd i elevernas lärandeprocess. Tydliga exempel ges på att pedagogerna försöker öka elevernas omvärldskunskap, vilket kan leda till en större förståelse. I svenskundervisningen får eleverna möta och producera texter av olika slag. Elevernas perspektiv på läsning har jag delat upp i tre teman. Läsning på fritiden: Fyra av eleverna tycker om att läsa på sin fritid, en tycker om att läsa ibland medan resterande tre inte tycker om att läsa på sin fritid. De flesta eleverna minns sin favoritbok från uppväxten. Två av eleverna läser gärna för sina småsyskon. Familj och syskon spelar en viktig roll i elevernas möte med textvärlden.Läsning i skolan: Flera av eleverna minns svårigheter i sin tidiga läsning. Vidare berättar de om problem att läsa, förstå och uttala ord. Några av eleverna har dock strategier för hur de ska lösa svårigheterna, vilket tyder på metakognitiva förmågor. Flertalet elever uttalar sig positivt om svenskundervisningen.Läsning i framtiden: Samtliga elever inser vikten av att kunna läsa och ger exempel på olika scenarion som kan inträffa då man inte kan läsa. Eleverna har tankar och idéer om vad de vill arbeta med i framtiden, frågan är om det är möjligt med dagens tuffa arbetsmarknad där unga vuxna med olika funktionshinder lätt hamnar utanför?Kunskapsbidrag: Studien visar en varierad svenskundervisning där eleverna får möta och producera olika texter. Tas kunskapsuppdraget mer på allvar i dagens särskola eller är det en balans mellan kunskap och omvårdnad som råder? Elevernas röster bidrar till att öka kunskapen kring lärande och läsning i grundsärskolan.Specialpedagogiska implikationer: Som speciallärare är det viktigt att ta del av elevernas erfarenheter och upplevelser kring lärande och läsning. Genom reflektion kan jag förhoppningsvis bryta gamla tankemönster och börja utveckla nya. / Title: Reading in Specialschool – a students perspective Author: Nina AnderssonBackground: The education in Specialschools has been criticised for too much focus on care instead of knowledge. Consequently it is of importence to illustrate the education in Specialschool to see if that image is true. To capture students perspective, especially students with intellectual disabilities, is not very common and therefore I think it is very important that the voices of this group can be heard. To acquire a background and understanding of the students’ context their Swedish education will be described during a short time.Aim: The thesis aims to examine Specialschools students experiences of reading. Observation highlights how the education in Swedish can be described in two secondary classes of Specialschool. The examination is based on the two questions: How do eight Specialschool students view reading and education in Swedish? In a limited time: How is the education in Swedish in two Specialschool classes described?Theory: The theoretical framework of the thesis is the sociocultural perspective, which is an overall theory for learning, communication and has an interactive approach of reading comprehension.Metacognition and teaching of reading comprehension are also described from this perspective.Method: To capture the students’ perspective on reading qualitative interviews are used. Via videosequences, stimulated recall, the storytelling eases in the interviewsituation.Through observation, both video material and field notes two Specialschools classes education in Swedish are described.Results and Analysis: The teachers are a great support in the students learning process. Clear examples of teachers trying to increase the students outside world knowledge are given. In the Swedish education the students meet and produce different kinds of texts. The students’ perspectives on reading are grouped under three themes:During leisure time: Four of the students like to read on their leisure time, one likes to read sometimes while 3 do not like to read. Most students remember their favourite book from growing up. Two students like reading to their younger siblings. Family play an important role in the students’ encounter with texts.In school: Most students remember difficulties in their early reading. They mention problems to read, understand and articulate words. Some students have strategies how to salve the difficulties, which suggests metacognitive skills. Most students speak positively about the Swedish education.In the future: All students realise the importance of being able to read and examples of different scenarios that can occur when one can not read are given. The students have thoughts and ideas about they would like to work with in the future. The question is if it is possible with the current labour market where many young people with different functional disabilities remain outside?Contribution of the thesis: The study shows a varied Swedish education where the students meet and produce different types of texts. Is the commitment of knowledge more seriously taken or is it a balance between knowledge and care? The students voices contribute to increase the knowledge on learning and reading in specialschool.

The purpose of this study was to investigate how conservatism affects a person's perception of everyday details. It is hypothesized that there will be a positive correlation between the participants' conservative ratings and the amount of details from the readings they recall that are also conservative. This will also mean that there will be a negative correlation between the participants scoring higher on the conservatism scale and the amount of liberal details they recall. A similar pattern is expected to be discovered pertaining to participants that identify as more liberal. How is this measured? The participants will be asked to rate the their political views on a scale of 1-6, 1 being extremely liberal, and 6 being extremely conservative. A transcript of a political debate will contain views that are both conservative and liberal. Each view will be backed up by details supporting each of a candidate's policies. The transcript will include minor grammatical errors including punctuation, spelling, and tenses, all of which the participant will be asked to correct. Following this will be a mathematical task which will include converting mixed numbers to improper fractions at the difficulty of a fifth grade level. A memory recall task will then be administered to the participants asking them to recall as many of the details from the debate as possible.

Johnson & Johnson (J&J) has been viewed as a role model by many organizations for its successful handling of a 1982 crisis involving cyanide-laced Tylenol capsules that resulted in seven deaths. The public relations community applauded J&J for a swift response and for promptly implementing actions to prevent a similar crisis from occurring in the future. However more recently, J&J has become a poster child for poor crisis communications amidst a flood of recalls that started in November 2009. The present study used concepts from Coombs’ (2004) Situational Crisis Communication Theory (SCCT) and media framing research to develop a coding scheme for a content analysis of newspaper coverage surrounding the 1982 Tylenol recall as well as current recalls issued by J&J from November 2009 through April 2012. The samples included newspaper articles from New York Times and Chicago Tribune. Results showed that most of the stories in both samples did not evaluate J&J’s operational response or reputation overall. However, when the news coverage did evaluate J&J, coverage from the 1982 sample was positive and evenly balanced between favorable and unfavorable, compared to negative and unfavorable in the current sample. Additionally, when crisis type was mentioned in the coverage, the 1982 crisis was more likely described as a victim crisis while the current crises were more likely described as an accident or preventable crisis. When the 1982 sample was examined for mentions of previous recalls there were none compared to 80.5% of the current sample mentioning a previous recall. The results support the tenets of SCCT, information giving strategies and reputation management strategies. Additionally, the results provide valuable iii information for crisis managers regarding the media’s inclusion or, lack thereof, organizations’ controlled media such as news releases.

This thesis looks at entertainment bias, specifically bias on the Tonight Show with Jay Leno towards Arnold Schwarzenegger during the time leading up to the California recall election in 2003. Entertainment media possess a unique ability to communicate messages to an unguarded audience, which gives them the potential to have more of a political impact than traditional news media. The basic theory is that Jay Leno showed political bias in his monologues towards his friend and gubernatorial candidate, Arnold Schwarzenegger. This theory was tested through a highly detailed descriptive analysis of monologue jokes and summary data for the time period March 31, 2003 to October 6, 2003. In total, there were 388 jokes from monologues of the Tonight Show analyzed. These jokes were broken down into categories based on their content and the subject. They were then compared to jokes delivered on the Late Show with David Letterman about the California recall election. The analysis of jokes showed that the manner in which candidates were portrayed on the Tonight Show with Jay Leno was politically biased towards Arnold Schwarzenegger. Due to the differences in program structure it was difficult to determine if this political bias was also present in the Late Show with David Letterman. / Master of Arts

The Tactical Games Model (TGM) is an instructional model in which the primary assumption is to facilitate students' tactical understanding of games (i.e., response-selection and execution processes). Additionally, there is speculation that tactical understanding of one game transfers to other tactically similar games (Mitchell, Oslin & Griffin, 2006, p. 20). Limited research has been conducted regarding student response selection processes, problem representations, knowledge base development, or transfer of learning in this model. Griffin and Patton (2005) called for examination of TGM through an information processing lens. Examining action, condition, and goal responses of novice physical education students could provide significant insight to students' improved game performance. Also, examining students' engagement in particular tactical problems across diverse activities in a single game category could provide insight into how and which knowledge structures transfer. The purpose of this study was to examine fifth-grade students' tactical understanding and decision-making in a net/wall unit. A second purpose was to analyze the transfer of knowledge structures across the unit. Participants included an elementary school physical educator and purposively selected students (n=16; M=8, F=8) from a fifth-grade physical education class (N=50) at a suburban elementary school in the northeastern United States. Appropriate permission was obtained from the university's Institutional Review Board. The unit consisted of 20 lessons (50 minute classes). Select students remained in a cohort, participating with and against each other throughout the unit. Data was collected using multiple sources: (a) game performance (pre-post-unit), (b) situational knowledge quiz (pre-post-unit), (c) formal, semi-structured teacher interviews/written response to structured questions (pre-post-unit), (d) descriptive field notes, (e) video-taped and audio-taped teacher/student performances, (f) student think-aloud reports during the second game of each lesson (McPherson & Thomas, 1989), and (g) student focus group interviews (post-unit). Interviews were transcribed, open, axial, and selectively coded, then triangulated to develop categories. Situational quizzes, verbal recall data, and focus group interviews were micro-analyzed using a protocol analysis developed by McPherson and Thomas (1989) to examine action, condition, and goal orientations of students. Video taped game performances were analyzed using the Game Performance Assessment Instrument (Griffin, Mitchell, & Oslin, 1997). Results contribute to the empirical support for TGM, as well as contribute to what is known about knowledge structure development and transfer of learning for 5th grade novice games players.

This duo of meta-analyses explored relationships between creativity and sleep quality [Study 1], and creativity and dream recall [Study 2]. Studies on these topics noted personality influences in both creativity and sleep quality, as well as dream recall. Studies also identified potential connections between creativity, sleep, and dreaming by investigating the stage of sleep from which creative thinking could emerge. Twenty studies were eligible to code and analyze in Study 1 and 16 in Study 2. Analyses using two-level multivariate analyses showed a small and positive correlation between creativity and sleep (r = .147, 95% CI = [0.033, 0.257]), p = .012 [Study 1] as well as creativity and dream recall (r = 0.173, 95% CI = [0.089, 0.257]), p = .001) [Study 2]. Both Study 1 and Study 2 tested moderator variables via a meta-regression. Moderators were identified based on the nature of assessments used, sample characteristics, and study characteristics. Study 1 results indicated that the relationship between sleep and creativity was higher when creativity test modality was verbal than figural. Study 2 also found that test modality was a significant moderator, and conversely, the relationship was larger when creativity was measured by figural tests compared to the verbal measures. Additionally, the relationship between the two was smaller among undergraduates compared to other adults. The findings are discussed in relation to their overlap with individual findings from primary studies.

Background: Multiple studies have shown that people who have experienced a serious health problem such as an injury tend to overrate the quality of health they had before that event. The main objective of this study was to test whether the phenomenon of respondents overrating their past health can also be observed in people from the general population. A second aim was to test whether habitual optimism is indeed focused on events in the future. Method: A representatively selected community sample from Leipzig, Germany (n = 2282, age range: 40–75 years) was examined. Respondents were asked to assess their current health, their past health (5 years before), and their expected future health (in 5 years) on a 0–100 scale. In addition, the study participants completed several questionnaires on specific aspects of physical and mental health. Results: Respondents of all age groups assessed their health as having been better in the past than it was at present. Moreover, they also assessed their earlier state of health more positively than people 5 years younger did their current state. Habitual optimism was associated with respondents having more positive expectations of how healthy they will be in 5 years time (r = 0.37), but the correlation with their assessments of their current health was nearly as high (r = 0.36). Conclusion: Highly positive scores of retrospectively assessed health among people who have experienced a health problem cannot totally be accounted for by a response to that health problem.