Lara A. Frumkin

Influences of accent and ethnic background on perceptions of eyewitness testimony

Abstract The purpose of the present work was to investigate the effect two eyewitness factors, accent and ethnic background, have on the perceived favorability of eyewitness testimony and case disposition in criminal trials. Six variations of testimony were created and videotaped. The videotapes varied by accent and ethnic background of the eyewitness; the testimony text was identical. Four eyewitness favorability variables, (a) credibility, (b) judgment of accuracy, (c) deceptiveness, and (d) prestige, as well as their relationship to case disposition, were measured. One hundred and seventy-four undergraduate participants viewed one of the six videotapes. Results indicate that there was a significant main effect of accent for the four eyewitness favorability variables. Accent by ethnic background interactions also yielded significant findings for the four variables as well as for the defendants degree of guilt. Results were interpreted using the Elaboration Likelihood Model. The potential importance of these results for judicial settings is discussed.

Cyberbullying experiences on-the-go: When social media can become distressing

The current study examines the differences between those who have been cyberbullied online and on mobile devices (on-the-go) and those who have been cyberbullied online but not on mobile devices. Additionally, country differences in cyberbullying on-the-go are explored. Analyses were carried out employing a random stratified sample of 25,142 children aged 9-16 from 25 European countries. A multilevel stepwise logistic regression with cyberbullying mode (online and mobile phone vs. online only) as the dependent variable showed that among online bully victims being cyberbullied on-the-go was less likely in Bulgaria and Denmark and more likely in Sweden when compared to the odds across all countries. Moreover, being cyberbullied on-the-go was associated with being older, female and using the internet on-the-go (step 1), higher sensation seeking, psychological difficulties and being more upset by the experience (step 2) as well as a higher likelihood of being bullied via social networking sites (SNS) and instant messages (IM) but not the range of cyberbullying types experienced (step 3). In this last step of the analysis being upset by the experience as well as psychological difficulties ceased to be related to the mode of cyberbullying suggesting that cyberbullying experiences on SNS and IM are potential mechanisms by which cyberbullying on-the-go is experienced as more distressing.

Exploratory investigation of drivers of attainment in ethnic minority adult learners

There is evidence that ethnic minority learners in further education in England either under-achieve or are under-represented because they face various inhibitors connected to their ethnicity. Motivators may be in place, however, which increase attainment specifically for some ethnic groups. This exploratory study intends to examine what works and what does not among South Asian (Pakistani and Bangladeshi heritage) females and black male adult learners in FE. A mixed-method study was carried out using questionnaires and focus groups with 68 ethnic minority students in three further education colleges in England. The combination of the results showed that being a member of a minority culture and/or religion may increase feelings of isolation in academic settings; teaching staff who are knowledgeable about the student’s culture increase feelings of inclusion; and role models are crucially important. Results are discussed in light of British data of school experiences of ethnic minority learners.

Designing Multimedia for Differences: e-Lecturer, e-Tutor, and e-Student Perspectives

The outlook on the roles and needs of the centre players in the cycle of production and delivery of e-learning materials is investigated. The perspectives of e-lecturers, e-tutors and e-students on use and design of multimedia learning objects are presented in this paper. Their various cultures, skill levels and learning styles necessitate integration of flexibility into learning environment. Flexible use of multimedia learning objects and how the scalable design principles can be applied in practice are demonstrated. This adaptable framework relies on the learning style and background knowledge of the tutor in selecting, organizing, and presenting learning material produced by e-lecturers. It adopts a flexible approach to educational content organization and delivery based on multimedia components that can be integrated into a wide range of courses. The flexible framework leverages XML metadata for describing multimedia learning objects and XSL for their seamless integration into the existing e-learning systems

Young children’s cognitive achievement: Home learning environment, language and ethnic background

For decades, research has shown differences in cognitive assessment scores between White and minority ethnic group(s) learners as well as differences across different minority ethnic groups. More recent data have indicated that the home learning environment and languages spoken can impact cognitive assessment and other corollary outcomes. This study uses the Millennium Cohort Study to jointly assess how minority ethnic group, home learning environment and home languages predict child cognitive assessment scores. Regression analyses were conducted using two assessment measures. The following is hypothesised: (1) cognitive achievement scores vary by minority ethnic group, (2) more home learning environment in early childhood leads to higher cognitive development scores and (3) English only in the home yields the highest cognitive scores while no English in the home yields the lowest. Findings reveal that there are differences in cognitive scores along ethnic group categories although there are also some unexpected findings. Home learning environment does not play as large a role as was predicted in raising the assessment scores overall for learners while speaking English in the home does, irrespective of ethnic background.

The effects of self-awareness on body movement indicators of the intention to deceive

A study was conducted to investigate the body movements of participants waiting to be interviewed in one of two conditions: preparing to answer questions truthfully or preparing to lie. The effects of increased self-awareness were also investigated, with half of the participants facing a mirror; the other half facing a blank wall. Analysis of covertly obtained video footage showed a significant interaction for the duration of hand/arm movements between deception level and self-awareness. Without a mirror, participants expecting to lie spent less time moving their hands than those expecting to tell the truth; the opposite was seen in the presence of a mirror. Participants expecting to lie also had higher levels of anxiety and thought that they were left waiting for less time than those expecting to tell the truth. These findings led to the identification of further research areas with the potential to support deception detection in security applications.

Deception and self-awareness

This paper presents a study conducted for the Shades of Grey EPSRC research project (EP/H02302X/1), which aims to develop a suite of interventions for identifying terrorist activities. The study investigated the body movements demonstrated by participants while waiting to be interviewed, in one of two conditions: preparing to lie or preparing to tell the truth. The effect of self-awareness was also investigated, with half of the participants sitting in front of a full length mirror during the waiting period. The other half faced a blank wall. A significant interaction was found for the duration of hand/arm movements between the deception and self-awareness conditions (F=4.335, df=1;76, p<0.05). Without a mirror, participants expecting to lie spent less time moving their hands than those expecting to tell the truth; the opposite was seen in the presence of a mirror. This finding indicates a new research area worth further investigation.

Telling the difference between deceiving and truth telling: An experiment in a public space

The behavioral experiment presented in this paper investigated deception tasks (both concealment and lying) undertaken in a public space. The degree of risk of deception detection and the demands of self-regulation when deceiving were manipulated. The results showed a significant interaction effect between veracity and risk of deception detection, emerged for the body movement of “hand(s) in pocket(s)”. The incidence of “hand(s) in pocket(s)” was found to increase from truth telling to deceiving conditions when the risk of deception detection was higher, and to decrease from truth telling to deceiving conditions when the risk was lower. Higher risk of deception detection was also found in magnifying the “overall negative and controlled impression” displayed by both deceivers and truth tellers, compared to the lower risk of detection condition. We also discussed the possible effects of risk of deception detection and depletion of self-regulation, on deception behavior. Further studies and the connection between this study and the research community of computer vision and multimodel interaction is also discussed.