Garrett L. Berman

Adult Eyewitness Testimony: Conceptual, practical, and empirical issues associated with eyewitness identification test media

Introduction In our attempts to devise methods for improving the accuracy of eyewitness identification, a considerable portion of our research has focused on the role of the identification test medium (ITM), that is, whether the identification test consists of a live lineup, videotaped lineup, or photo array. Traditionally, identification tests have consisted of live lineups or photo arrays, but videotaped lineups have become more prevalent, due to the accessibility of high quality, inexpensive, and user-friendly audiovisual technology. This chapter reviews the conceptual distinctions pertaining to the ITM, the practical considerations associated with ITM, and empirical studies that directly compare identification performance as a function of ITM. In addressing the latter, we quantitatively review a large body of literature within which ITM was manipulated between or across experiments. Our goal is to draw conclusions about the role of ITM based on existing research and to clarify the practical implications arising from those findings. Despite the considerable number of experiments addressing ITM, we find many important questions unanswered, and we therefore discuss directions for further research. Conceptual distinctions among identification test media An inherent distinction between various ITMs is image quality. Common sense tells us that live lineups produce the clearest image; reproducing these images, in any manner, can only lead to poorer quality. Live lineups would therefore be expected to produce identification performance superior to both videotaped lineups and photo arrays. Whether inherent differences in image quality affect identification performance in eyewitness cases is open to debate. The influence of image quality on identification performance might depend on a practical consideration, reproduction quality.

The influence of processing instructions at encoding and retrieval on face recognition accuracy

Abstract Whereas previous research has demonstrated that trait ratings of faces at encoding leads to enhanced recognition accuracy as compared to feature ratings, this set of experiments examines whether ratings given after encoding and just prior to recognition influence face recognition accuracy. In Experiment 1 subjects who made feature ratings just prior to recognition were significantly less accurate than subjects who made no ratings or trait ratings. In Experiment 2 ratings were manipulated at both encoding and retrieval. The retrieval effect was smaller and nonsignificant, but a combined probability analysis showed that it was significant when results from both experiments are considered jointly. As in previous research, subjects who rated facial features at encoding performed less accurately than subjects who rated traits. In a third experiment exposure duration at retrieval, a potentially confounding factor in Experiments 1 and 2, had a nonsignificant effect on recognition accuracy, suggesting th...

The Time Is Now: The Emerging Need for Master's-Level Training in Forensic Psychology

ABSTRACT Since the inception of the first doctoral program in psychology and law in 1974, masters-level training in forensic psychology has been virtually ignored by the field of psychology and law training. Given the changes in the workplace over the past few decades, masters-level clinicians are providing more psychological services, often under the supervision of doctoral-level providers. Masters training programs are emerging in forensic psychology to fill the need for forensically-trained clinicians at the masters level. This article proposes a Bifurcated Educational Model (BEM) in advocating for forensic psychology training at the masters level. Citing the Villanova Conference on Training in Law and Psychology, the authors argue for a similar approach to evaluating and improving the effectiveness in masters-level programs.

Navigating the Expanding Field of Law and Psychology: A Comprehensive Guide to Graduate Education

Graduate programs in psychology and law are growing enormously in number and type. The Teaching, Training, and Careers Committee of the American Psychology-Law Society conducted a survey for the purpose of compiling a comprehensive guide to graduate programs in legal and forensic psychology. The resulting guide was intended to be a source of valuable information for prospective graduate students and faculty advising them and for the community of psychology-law educators and professionals who are developing and shaping the discipline. This article traces the history of program development in psychology and law and the process involved in developing the Guide to Graduate Programs in Legal and Forensic Psychology.