Janat Fraser Parker

Eyewitness decisions in simultaneous and sequential lineups: a dual-process signal detection theory analysis.

Many eyewitness researchers have argued for the application of a sequential alternative to the traditional simultaneous lineup, given its role in decreasing false identifications of innocent suspects (sequential superiority effect). However, Ebbesen and Flowe (2002) have recently noted that sequential lineups may merely bring about a shift in response criterion, having no effect on discrimination accuracy. We explored this claim, using a method that allows signal detection theory measures to be collected from eyewitnesses. In three experiments, lineup type was factorially combined with conditions expected to influence response criterion and/or discrimination accuracy. Results were consistent with signal detection theory predictions, including that of a conservative criterion shift with the sequential presentation of lineups. In a fourth experiment, we explored the phenomenological basis for the criterion shift, using the remember—know—guess procedure. In accord with previous research, the criterion shift in sequential lineups was associated with a reduction in familiarity-based responding. It is proposed that the relative similarity between lineup members may create a context in which fluency-based processing is facilitated to a greater extent when lineup members are presented simultaneously.

Weathering the storm: Children's long‐term recall of Hurricane Andrew

Children who experienced a highly stressful natural disaster, Hurricane Andrew, were interviewed within a few months of the event, when they were 3–4 years old, and again 6 years later, when they were 9–10 years old. Children were grouped into low, moderate, or high stress groups depending on the severity of the experienced storm. All children were able to recall this event in vivid detail 6 years later. In fact, children reported over twice as many propositions at the second interview as at the first. At the initial interview, children in the high stress group reported less information than children in the moderate stress group, but 6 years later, children in all three stress groups reported similar amounts of information. However children in the high stress group needed more questions and prompts than children in the other stress groups. Yet children in the high stress group also reported more consistent information between the two interviews, especially about the storm, than children in the other stress groups. Implications for childrens developing memory of stressful events are discussed.

The effects of stress on young children's memory for a natural disaster

The effects of stress on childrens long-term memory for a major hurricane were studied. Stress was objectively defined as low, moderate, or high according to the severity of damage to the childs home. One hundred 3and 4-year-old children received a structured interview 2-6 months following the hurricane. Older children recalled and elaborated more than younger children. Prompted recall was greater than spontaneous recall. There was a quadratic function, consistent with an inverted U-shaped curve, relating storm severity with overall as well as spontaneous recall. These findings can be applied to the effects of stress on the amount recalled by children giving retrospective accounts of temporally extended, naturalistic events.

An attempt to reduce guessing behavior in children's and adults' eyewitness identifications

The effects of age of witness, gender of witness, lineup presentation, and practice on eyewitness testimony were investigated. Ninety-six elementary-school children and 96 college students viewed a slide sequence of a crime, followed by target-present or target-absent photo identification in sequentially or simultaneously presented lineups. Prior to photo identification, half the subjects received a practice lineup. Children had a higher rate of choosing than adults, resulting in more foil identification errors in both target-present and target-absent lineups. Without prior practice, sequential presentation as compared to simultaneous presentation reduced errors in target-absent lineups for adult witnesses and showed a similar but nonsignificant reduction for child witnesses. With prior practice, sequential presentation lost the advantage over simultaneous presentation in target-absent error reduction. Practice reduced target-absent errors in simultaneous-presentation lineups for both age groups.

Stressing Memory: Long-Term Relations Among Children's Stress, Recall and Psychological Outcome Following Hurricane Andrew

We examined relations among stress, childrens recall, and psychological functioning following Hurricane Andrew. Thirty-five children from mixed socioeconomic backgrounds were divided into low-, moderate-, and high-stress groups and were interviewed about the hurricane immediately after the storm and 6 years later. Our primary interest, stemming from previous work, was in the emotional and cognitive content of their recall. At the initial interviews, children who were more stressed included less positive emotion and fewer cognitive processing words and provided less free recall and less information overall. In contrast, children who initially recalled more information showed better psychological outcome immediately following the hurricane. Six years later, children who had been more stressed initially included more negative emotion and more cognitive processing words, but provided less information during free recall. Children who had initially used more positive emotion words and recalled more information showed better psychological outcome 6 years later. Implications for childrens remembering and coping with traumatic events are discussed.

Poster Session Abstracts

A random sample of therapists (N=161) working in the field of trauma were surveyed to study levels of stress. Therapists were assessed on measures of general life stress, burnout, and traumatic stress. Twenty-four percent were experiencing high levels of general life stress, 16% reported high levels of emotional exhaustion, 26% felt ineffective in terms of personal accomplishment at work and 14% were experiencing high levels of traumatic stress similar to clients with post traumatic stress disorder. Relationships between measures and demographic variables were reported, a profile of traumatised therapists was identified, and implications of these findings of therapists were presented.

Does imagery impede or facilitate transfer of learning

Stimulus imagery level (pictures vs. words) and instructions to subjects (neutral vs. interactive imagery) were orthogonally manipulated in order to investigate their joint effect on transfer. One hundred forty-four students learned three lists conforming either to an A-B, A-D, A-F transfer paradigm or to an A-B, C-D, E-F transfer paradigm. With neutral instructions, there was no evidence of significant negative transfer for pictures or words. With imagery instructions, there was significant negative transfer for words but not for pictures. Discussion focused on the failure to find reduced associative interference in the typical paradigm (words with imagery instructions) used in popular mnemonic techniques.

Predicting Eyewitness Identification Accuracy with Mock Witness Measures of Lineup Fairness: Quality of Encoding Interacts with Lineup Format

After viewing a staged crime under varying levels of encoding optimality, eyewitnesses made identifications from lineups that were either presented to them as a simultaneous line of people, or individually, in sequence. Lineups did not contain the perpetrator of the staged crime, and were purposefully constructed to have varying levels of bias. There was an interaction between encoding optimality and type of lineup, with sequential-presentation lineups leading to more correct rejections than simultaneous-presentation lineups for moderate encoding optimality. Sequential-presentation lineups did not provide good protection against mistaken identifications in the two other conditions of encoding optimality. Measures of the fairness of the lineups significantly predicted identification rates for both simultaneous-presentation lineups and sequential-presentation lineups, regardless of encoding optimality.

Free recall of abstract and concrete words by American and Ghanaian college students

Abstract This investigation compared the free recall of concrete and abstract words in American and Ghanaian college students. The re were no differences in the total number of words recalled as a function of concreteness or culture. However, recall of concrete words showed a greater improvement across trials for both cultures. Although there was no difference in the amounts of subjective organization exhibited by Ghanaian and American students, there was evidence for a greater serializing tendency among American students. It appears that the major cultural differences typically observed in African-American comparisons of free recall may be overshadowed by increases in the educational level of the subjects.