An increasing number of empirical investigations have demonstrated that a wide variety of extra-legal factors are influential in the jury deliberation process and in the verdicts rendered. The purpose of this investigation was to determine if mock jurors possessing high levels of self-actualization would be more resistant to the biasing effects of the courtroom. One hundred eighty subjects were selected on the basis of their scores on the Personal Orientation Inventory (POI). Subjects were divided into two groups, those scoring within the high self-actualized range, and those scoring within the low self-actualized range. From this subject pool, thirty six-person juries were selected; ten high self-actualized simulated juries (HSA), ten mixed self-actualized simulated juries (MSA), composed of fifty percent high and fifty percent low self-actualized subjects, and ten low self-actualized simulated juries (LSA). Statistical analyses of the five hypotheses produced the following results. Hypothesis 1, HSA juries make more pertinent legal evidence remarks than LSA juries, was not supported. Hypothesis 2, HSA juries make more accurate legal evidence statements than LSA juries, was not supported. Hypothesis 3, HSA juries would render more relevant punishment than the LSA juries, was not supported. Hypothesis 4, HSA juries would require less deliberation time than LSA juries, was not supported. Hypothesis 5, HSA and MSA juries would make an equivalent number of remarks regarding pertinent legal evidence, was supported.

M.A. (Clinical Psychology) / Please refer to full text to view abstract

Virginia Sau Yee Kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliograhical references (leaves 38-46).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

No description available.

There is no abstract available for this dissertation.

The purpose of this research was to compare the effects of massed or marathon group experiences upon personal growth with the effects of spaced group experiences upon personal growth, The between group comparison was tested in terms of fourteen null hypotheses pertaining to the fourteen subscales of the Personal Orientation Inventory. One additional null hypothesis pertained to the discrepancy between perceived actual self and perceived ideal self, as measured by the Interpersonal Check List.Subjects for the study were students in Educational Psychology classes at Ball State University. All of the subjects were volunteers who chose the experimental groups in lieu of other types of group experiences normally provided through their classes. The final samples, utilized in the analysis of the data, consisted of 92 students.All subjects used in the study were pre-tested, using the Personal Orientation Inventory and the Interpersonal Check List. One week following the pre-testing, 46 subjects, utilized in the final analysis of the data, entered group process under the direction of leaderless tapes. These 46 students experienced group process in five two-hour sessions with an interval of one week between sessions. Each student had perfect attendance, thus assuring equal group process time with the massed leaderless group. The other 46 subjects experienced massed leaderless tape group processing. They met under the direction of the same leaderless tapes, with the exception that all five sessions were combined into one marathon session of ten hours. For both massed and spaced group samples, individual group size ranged from six to eight subjects.Post-testing was administered immediately following termination of group process in both experimental groups. Again, the Personal Orientation Inventory and the Interpersonal Check List were given to the subjects. The pre- and posttest results were hand-scored and an analysis of covariance was utilized to test the fifteen null hypotheses. With the level of significance established at the .05 level, analysis of the data revealed that no significant difference existed between Groups on any of the subscales of the Personal Orientation Inventory or on discrepancy between perceived actual self and perceived ideal self, as measured by the Interpersonal Check List. All fifteen null hypotheses were accented. It was concluded that, using this group approach, the massing or spacing of process time makes no significant difference in terms of growth of subjects as measured by the criterion instruments. On the basis of the results of this study, ten recommendations, alone with their precipitating rationales, were offered.

Thesis (MEd)--University of South Australia, 1999

Thesis (M Arch)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Zuzanna Karczewska. Includes bibliographical references (leaves 43-45).

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 75-85).