This chapter introduces forensic psychology and discusses its history and relationship with the legal system. It describes how Hugo Munsterberg was an early pioneer in forensic psychology in the late 19th/early 20th century, trying to apply experimental psychology findings to the legal system. However, the legal profession strongly criticized his claims. There were few advances until the 1970s due to tensions between psychology's empirical approach and law's emphasis on precedent. The chapter outlines ongoing conflicts between determining "truth" in legal versus scientific terms and differences in reasoning between the two fields.
CH-4 Constructing an Instrument for Data Collection.pptxjemalmohamed4
This chapter discusses ethical considerations and methods for collecting data. It covers issues related to participants, researchers, and sponsoring organizations. The two major approaches to gathering information are through primary and secondary sources. Primary data is collected directly for the research purpose while secondary data comes from existing sources. Common primary collection methods include observation, interviews, and questionnaires. Observation can be participant or non-participant. Interviews are structured or unstructured. Questionnaires are administered via mail, in groups, or in public places. Secondary sources include government publications, organizations, earlier research, and media.
This document discusses experimental and quasi-experimental designs. It outlines the key components of classical experimental designs, including independent and dependent variables, experimental and control groups, pretesting and posttesting. It also discusses threats to internal and external validity and variations like quasi-experimental designs that use nonequivalent groups or time series when randomization is not possible. Quasi-experiments aim to make groups as comparable as possible through matching or using natural cohorts.
Clinical Research for Medical StudentsAhmed Negida
This presentation discusses (1) the importance of clinical research to medical students, (2) barriers towards student research, and (3) how to select a good mentor.
1. Therapists at a mental health clinic administer a depression inventory to clients before and after therapy sessions to evaluate therapy effectiveness. However, about 1/3 of clients do not complete the post-therapy inventory, introducing potential bias.
2. A child welfare agency director compares time to permanency (e.g. reunification, adoption) for families who received family preservation services versus foster care. However, the groups were not randomly assigned and may differ in important ways, threatening validity.
3. A researcher randomly assigns parents of autistic children to a behavior management course or control group. Both groups complete a post-test stress measure to evaluate the course's impact while controlling for threats to internal validity.
Use of checklists in critical appraisal of health literatureRizwan S A
This document discusses checklists and critical appraisal of health literature. It begins by defining reporting guidelines checklists and critical appraisal. Checklists ensure all essential items are reported, while critical appraisal determines if what is reported is truthful. The document then examines different tools for critically appraising randomized control trials, observational studies, case reports, case series, and animal studies. It emphasizes that reporting guidelines do not ensure study validity, and critical appraisal tools are needed to assess reliability and validity. In the end, it encourages emailing the author with any additional questions.
Research assumptions, delimitations and limitationsEMERENSIA X
This document discusses assumptions, hypotheses, and research methodology. It defines assumptions as beliefs held to be true with little evidence, while hypotheses predict relationships between variables and can be statistically tested. There are different types of assumptions like universal assumptions, assumptions based on theories, and assumptions needed to conduct research. The document also discusses delimitations which restrict the scope of a study, and limitations which are weaknesses beyond a researcher's control. It provides examples of assumptions, delimitations, and limitations in research studies.
This document provides an overview of research methods and basic concepts. It defines key terms like scientific research, deduction, induction, theory, hypothesis, and empiricism. It also discusses different types of research like basic research, applied research, quantitative research, qualitative research, experimental research, and non-experimental research. The document outlines approaches to knowledge acquisition and the logical steps of the scientific method.
This document discusses research methodology and the concept of hypotheses. It defines a hypothesis as a tentative statement about a problem's solution that can be empirically tested. The document outlines the key characteristics of hypotheses, including that they are conceptual, declarative statements that reference empirical variables and have a future orientation toward verification. Hypotheses are important as they focus research, guide the investigator, and prevent blind searches for data. Different types of hypotheses are discussed, including question, declarative statement, directional statement, and null forms.
CH-4 Constructing an Instrument for Data Collection.pptxjemalmohamed4
This chapter discusses ethical considerations and methods for collecting data. It covers issues related to participants, researchers, and sponsoring organizations. The two major approaches to gathering information are through primary and secondary sources. Primary data is collected directly for the research purpose while secondary data comes from existing sources. Common primary collection methods include observation, interviews, and questionnaires. Observation can be participant or non-participant. Interviews are structured or unstructured. Questionnaires are administered via mail, in groups, or in public places. Secondary sources include government publications, organizations, earlier research, and media.
This document discusses experimental and quasi-experimental designs. It outlines the key components of classical experimental designs, including independent and dependent variables, experimental and control groups, pretesting and posttesting. It also discusses threats to internal and external validity and variations like quasi-experimental designs that use nonequivalent groups or time series when randomization is not possible. Quasi-experiments aim to make groups as comparable as possible through matching or using natural cohorts.
Clinical Research for Medical StudentsAhmed Negida
This presentation discusses (1) the importance of clinical research to medical students, (2) barriers towards student research, and (3) how to select a good mentor.
1. Therapists at a mental health clinic administer a depression inventory to clients before and after therapy sessions to evaluate therapy effectiveness. However, about 1/3 of clients do not complete the post-therapy inventory, introducing potential bias.
2. A child welfare agency director compares time to permanency (e.g. reunification, adoption) for families who received family preservation services versus foster care. However, the groups were not randomly assigned and may differ in important ways, threatening validity.
3. A researcher randomly assigns parents of autistic children to a behavior management course or control group. Both groups complete a post-test stress measure to evaluate the course's impact while controlling for threats to internal validity.
Use of checklists in critical appraisal of health literatureRizwan S A
This document discusses checklists and critical appraisal of health literature. It begins by defining reporting guidelines checklists and critical appraisal. Checklists ensure all essential items are reported, while critical appraisal determines if what is reported is truthful. The document then examines different tools for critically appraising randomized control trials, observational studies, case reports, case series, and animal studies. It emphasizes that reporting guidelines do not ensure study validity, and critical appraisal tools are needed to assess reliability and validity. In the end, it encourages emailing the author with any additional questions.
Research assumptions, delimitations and limitationsEMERENSIA X
This document discusses assumptions, hypotheses, and research methodology. It defines assumptions as beliefs held to be true with little evidence, while hypotheses predict relationships between variables and can be statistically tested. There are different types of assumptions like universal assumptions, assumptions based on theories, and assumptions needed to conduct research. The document also discusses delimitations which restrict the scope of a study, and limitations which are weaknesses beyond a researcher's control. It provides examples of assumptions, delimitations, and limitations in research studies.
This document provides an overview of research methods and basic concepts. It defines key terms like scientific research, deduction, induction, theory, hypothesis, and empiricism. It also discusses different types of research like basic research, applied research, quantitative research, qualitative research, experimental research, and non-experimental research. The document outlines approaches to knowledge acquisition and the logical steps of the scientific method.
This document discusses research methodology and the concept of hypotheses. It defines a hypothesis as a tentative statement about a problem's solution that can be empirically tested. The document outlines the key characteristics of hypotheses, including that they are conceptual, declarative statements that reference empirical variables and have a future orientation toward verification. Hypotheses are important as they focus research, guide the investigator, and prevent blind searches for data. Different types of hypotheses are discussed, including question, declarative statement, directional statement, and null forms.
This document discusses different types of hypotheses used in quantitative research studies. It defines what a hypothesis is and lists characteristics of a good hypothesis. The document then describes different types of hypotheses including simple vs complex, associative vs causal, directional vs non-directional, and null vs research hypotheses. It provides examples of each type of hypothesis. The document also discusses formulation, components, evaluation criteria for research hypotheses and provides an example research question and hypotheses related to anemia in pregnancy and low birth weight.
This document discusses research methodology. It defines research as a systematic, scientific process of investigating topics to discover new knowledge. Methodology refers to the guidelines and components used to solve problems in a discipline. Research methodology is the systematic study of how research is conducted scientifically using logical steps to arrive at conclusions. The objectives of research methodology are to validate claims, discover new information, create awareness of research needs, and facilitate reference. Approaches to research methodology can be quantitative, using data analysis, or qualitative, relying on subjective assessments.
Quasi-experimental research designs have partial control over independent variables, do not use randomized populations, and are categorical in nature. They have advantages of being more natural, provoking fewer concerns about external validity, and being more resource-efficient and realistic, but have disadvantages of lower internal validity, less manipulation, and increased confounding variables. The main types are person-by-treatment quasi-experiments, which maintain partial control and use random assignment in laboratories, and natural experiments, which do not use true random assignment but instead utilize phenomena for comparison.
This document provides guidance on writing a literature review outline. It discusses including an introduction that orients the reader to the topic. The main body should include a critical analysis and synthesis of prior research on the topic. It should lead to the research questions being explored. Sections within the outline include summarizing sources, developing arguments, and concluding by relating back to the introduction and topic. The document emphasizes narrowing research, taking detailed notes, assessing sources, and thoroughly editing the outline.
The document provides guidance on conducting a literature review for research. It discusses selecting a topic, conducting a literature search, analyzing and organizing the literature. Key steps include identifying the research topic, locating relevant sources through databases and other means, reading and analyzing the literature, and organizing it using mapping techniques. The literature review aims to summarize and synthesize previous research on the topic to provide context and identify gaps to justify further research.
This document provides guidance on writing a research proposal. It discusses key components including an introduction with a problem statement, research objectives, literature review, methodology, time frame, and ethics. The introduction should clearly explain the research topic, its importance and relevance. Objectives should be specific and measurable. The literature review establishes the background and need for the study. The methodology describes the research design, participants, data collection and analysis plans. A proposal also requires a time frame, budget, and discussion of ethical considerations. Well-written proposals clearly address what the research will accomplish and how it will be conducted.
The document discusses Karl Popper's theory of falsification and its evolution over time. It explains that Popper argued scientific theories are never truly verified, but can be falsified by a single contradictory observation. Theories should aim to be falsifiable to be considered scientific. Later, Popper acknowledged natural selection as testable despite initial doubts. The document also examines criticisms of falsification, such as that theories may not be falsified even when observations contradict them, depending on how the theory is modified in response.
This document discusses various methods of data collection in research. It describes six main methods: tests, questionnaires, interviews, focus groups, observation, and existing data. It provides details on questionnaires and interviews, including strengths and weaknesses of each. For questionnaires, it outlines 15 principles of construction such as matching items to objectives and using clear, concise language. For interviews it distinguishes between quantitative, standardized interviews and qualitative, open-ended interviews. The document emphasizes the importance of mixing methods to leverage their complementary strengths.
There are three key research designs in psychology: [1] repeated measures design, [2] matched participants design, and [3] independent groups design. The repeated measures design exposes participants to both the experimental and control conditions to eliminate confounding variables but is time consuming. The matched participants design matches participants on a confounding variable to eliminate its effects but is very time consuming. The independent groups design randomly assigns participants to conditions and can be done quickly but requires a large number of participants.
This document outlines the objectives and activities of a training program for senior high school teachers on practical research for the K to 12 Basic Education Program. The objectives are to describe research paper writing terms, determine topics for each curriculum guide content, develop enrichment learning competencies, and construct research titles and designs from given situations. Activities include answering questions about a presented video, completing a table about research terms, and workshops to present and demonstrate teaching guides and research studies proposed to address issues senior high school teachers may face. The overall goal is to help teachers effectively incorporate research into their teaching practices to achieve learning competencies.
This document discusses research objectives, including their meaning, characteristics, need, and types. It states that a research objective provides direction to investigate variables and is the result sought by the researcher. Objectives should be SMART (specific, measurable, attainable, realistic, and time-bound). Formulating objectives helps researchers focus, avoid issues, organize their work, and define directions. There are two types of objectives: general objectives which are broad goals, and specific objectives which are narrower and break general objectives into logically connected parts. The document provides examples to illustrate general and specific objectives for research statements.
This document outlines different types of experimental research designs, including true experimental, quasi-experimental, and pre-experimental designs. It discusses key elements like manipulation of independent variables, use of control groups, and randomization. True experiments aim to establish causation and include random assignment to groups. Quasi-experiments are similar but lack random assignment or a control group. Pre-experiments are the weakest design with no control groups or random assignment. Several specific experimental designs are described like post-test only, pre-test post-test, and randomized block designs. Advantages and disadvantages of different designs are also presented.
1) Research methods are the foundation of psychology as a science and involve exploring questions through various studies and experiments.
2) There are common biases and effects that can skew research, such as hindsight bias, overconfidence, and the Barnum effect. Researchers must account for these to ensure valid results.
3) Research can be experimental, involving manipulation of independent variables and control groups, or correlational, exploring relationships between variables without proving causation through surveys and observation. Proper sampling, operationalization, and statistical analysis are important.
This document provides an outline and overview for writing a research proposal. It discusses reasons for conducting research such as contributing to knowledge and solving problems. A proposal and research proposal are defined as plans for carrying out a task or study. Guidelines are provided for preparing to write a proposal, including contents. A proposal should have chapters on introduction, literature review, and methodology. The introduction states the problem, purpose, significance and research questions or hypotheses. The literature review establishes the theoretical or conceptual framework and reviews related work. The methodology describes the research design, participants, instruments, and analysis plan. Ethical considerations must also be addressed.
There are several types of non-experimental research designs that are used to observe phenomena without manipulating variables. Descriptive designs aim to describe characteristics of a population through surveys, correlational studies examine relationships between variables, and developmental studies observe changes over time through longitudinal or retrospective/prospective approaches. While non-experimental designs cannot determine causation, they provide important exploratory information to help understand problems and guide future experimental research.
The document provides guidance on conducting a literature search and review. It outlines the main objectives of a literature search as identifying as many relevant published and unpublished sources as possible on a specific topic. It then describes the key stages of a literature search and review process, including determining information needs, exploring available sources, reading and annotating sources, taking notes, analyzing findings, and writing up the results. A variety of source types and search techniques are also discussed to aid in locating relevant literature.
A research problem is an area that a researcher wants to investigate or solve. Selecting a good research problem depends on factors like the researcher's knowledge and interests. Identifying a research problem is the first step of the research process. Some sources for research problems include personal experiences, literature reviews, theories, current issues, and brainstorming sessions. A good research problem should be significant, original, feasible, solvable, current, and interesting to the researcher. Formulating a research problem involves selecting a broad research area, reviewing literature and theories, delimiting the topic, and evaluating the problem before stating it clearly.
The document provides information on conducting a literature review. It discusses that a literature review surveys relevant sources on a research topic and provides a description, summary, and critical evaluation. It notes the main purposes of a literature review include justifying research, identifying prior work and gaps, and placing one's own research in context. The document outlines the main types of literature reviews and discusses each. It provides guidance on identifying a research question, searching literature sources, managing references, critically analyzing sources, synthesizing information, and writing the literature review.
This document discusses quasi-experimental research designs. It defines quasi-experiments as resembling true experiments but lacking full control, such as random assignment. It describes various quasi-experimental designs including one group pre-test post-test, non-equivalent control group, interrupted time series, and time series with non-equivalent controls. Examples are provided of each design along with threats to validity. Common uses of quasi-experiments are discussed as well as advantages such as being able to be conducted in natural settings.
Two assignments1. Watch the documentary Inside Job”, narrated b.docxwillcoxjanay
Two assignments
1. Watch the documentary “Inside Job”, narrated by Matt Daemon.
2. For each paper, must include two part, (a) write (roughly) one double-spaced page demonstrating a non-superficial understanding of an issue raised in the documentary, and (b) Write (roughly) one double-spaced page demonstrating a non-superficial understanding of how one of the readings from the course applies to the issue you discuss in part (a).
Each of the two must involve a different issue raised by the documentary, YOU NEED TO RAISE ANOTHER TWO ISSUES NOT THE TWO ISSUES YOU USED IN LAST TIME.
Each of the two must discuss a different reading from the following list:
First paper relates to “Decision Fatigue” and Ariely chapter 4 discussion.
Second paper relates to Ariely chapter 8 discussion.
Notes for Chapter 4 & 8:
Chapter 4: Why We Blow It When We Are Tired
Stressful days make us eat less healthy food
Cognitive load even if minimal makes us more liable to temptation
The tired brain
When deliberative brain occupied then instinctive part takes over
When judges get tired
Judges grant parole more frequently first thing in morning and right after lunch break
Willful cognitive work and denial of instincts lowers barriers to cheating in other parts of life
Months of studying causes students to lower morals and claim dead grandmothers before finals
Don't shop for groceries when tired or hungry
Give in to some known temptations like dessert to avoid bigger unknown temptations later
Do most challenging tasks in morning
Remove temptations or don't go to places where see them
Chapter 8: Cheating as an Infection
Spread of corporate dishonesty like infection
Observing dishonesty in ppl close to u makes u do it more
When do something questionable, the act of inviting our friends to join in makes us feel better because socially acceptable
Dishonesty defined by social norms not cost benefit analysis
When observer from outside group cheats then the signaling effect breaks
Wrong to view minor infractions as trivial because signal and then snowball
Broken windows theory: fix problems when they r small
Publicize the individuals stand up against Crime
Publicize outstanding moral acts
Research Paper
Each student will submit an eight- to ten-page paper (exclusive of title and reference page) on a topic from the list below. The student should be creative in choosing a topic that peaks their interest and can be sufficiently supported with research, data, and substantiated theory or application and allows them to illustrate their critical thinking and writing skills developed throughout the course.
· Problem-Oriented Policing
· Leadership Effectiveness in Community Policing
· Maximizing Law Enforcement Operation Effectiveness
· Building Community Support for Policing Efforts
· Community Policing Models
· Leadership Dilemmas Encountered in Community Policing
· The Effectiveness of Community Policing
· Organizational Development to Enhance Community Policing
· Budget C ...
Written AssignmentCounseling Psychology vs. Clinical Psychology.docxericbrooks84875
Written Assignment
Counseling Psychology vs. Clinical Psychology
In this 3 to 4 page paper, compare and contrast the primary goals of a clinical psychologist and a counseling psychologist? How are their perspectives on treatment similar and how are they different? What are the educational requirements for each? In what type of setting are we likely to find each? Identify which professional association each would be affiliated with as well as which Code of Ethics regulates each professional. Finally, what are the advantages and disadvantages to each of these professions? You are to use at least two peer reviewed sources to support your views.
Week Four Written Assignment Grading Criteria
Content Criteria
4 Points
Compare primary goals of clinical and counseling psychologists
Identify similarities and differences in perspectives, and education of clinical and counseling psychologists
Identify common settings of both clinical and counseling psychologists
Identify professional associations of both clinical and counseling psychologists
Describe advantages and disadvantages to career in clinical and counseling psychology
Writing and Organization Criteria
1 Point
The central theme/purpose of the paper is clear.
The structure is clear, logical, and easy to follow.
The tone is appropriate to the content and assignment.
The thoughts are clear and include appropriate beginning, development, and conclusion.
Paragraph transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Sentences are well constructed, with consistently strong, varied sentences.
Sentence transitions are present and maintain the flow of thought.
Rules of grammar, usage, and punctuation are followed.
The paper uses words and language that are inclusive, clear, and unambiguous.
Spelling is correct.
Research Criteria
1 Point
The paper includes a summary and analysis of research materials that are relevant to the assignment, e.g. scholarly journals, professional articles, legal documents, government documents, legal decisions, media clips, software, measurement instruments websites, personal communication, etc.
Professional/scholarly journals are peer reviewed and focus on the profession/application of psychology (located on Proquest, EBSCOHost, PsycNET, etc.). Non-scholarly articles include newspapers, periodicals, secular magazines, etc, and are not peer reviewed. Websites not approved include wilkipedia.com and about.com.
Research focuses on the most current information (past five years) except when citing seminal works (e.g. Freud, Erickson, etc.).
Paper includes the appropriate number of references required by the assignment.
When appropriate, the paper addresses ethical considerations in research.
Style Criteria
2 Points
The paper is in the appropriate APA format used by the institution/program (e.g. the 6th edition).
The paper is double-spaced and in the appropriate length required by the as.
This document discusses different types of hypotheses used in quantitative research studies. It defines what a hypothesis is and lists characteristics of a good hypothesis. The document then describes different types of hypotheses including simple vs complex, associative vs causal, directional vs non-directional, and null vs research hypotheses. It provides examples of each type of hypothesis. The document also discusses formulation, components, evaluation criteria for research hypotheses and provides an example research question and hypotheses related to anemia in pregnancy and low birth weight.
This document discusses research methodology. It defines research as a systematic, scientific process of investigating topics to discover new knowledge. Methodology refers to the guidelines and components used to solve problems in a discipline. Research methodology is the systematic study of how research is conducted scientifically using logical steps to arrive at conclusions. The objectives of research methodology are to validate claims, discover new information, create awareness of research needs, and facilitate reference. Approaches to research methodology can be quantitative, using data analysis, or qualitative, relying on subjective assessments.
Quasi-experimental research designs have partial control over independent variables, do not use randomized populations, and are categorical in nature. They have advantages of being more natural, provoking fewer concerns about external validity, and being more resource-efficient and realistic, but have disadvantages of lower internal validity, less manipulation, and increased confounding variables. The main types are person-by-treatment quasi-experiments, which maintain partial control and use random assignment in laboratories, and natural experiments, which do not use true random assignment but instead utilize phenomena for comparison.
This document provides guidance on writing a literature review outline. It discusses including an introduction that orients the reader to the topic. The main body should include a critical analysis and synthesis of prior research on the topic. It should lead to the research questions being explored. Sections within the outline include summarizing sources, developing arguments, and concluding by relating back to the introduction and topic. The document emphasizes narrowing research, taking detailed notes, assessing sources, and thoroughly editing the outline.
The document provides guidance on conducting a literature review for research. It discusses selecting a topic, conducting a literature search, analyzing and organizing the literature. Key steps include identifying the research topic, locating relevant sources through databases and other means, reading and analyzing the literature, and organizing it using mapping techniques. The literature review aims to summarize and synthesize previous research on the topic to provide context and identify gaps to justify further research.
This document provides guidance on writing a research proposal. It discusses key components including an introduction with a problem statement, research objectives, literature review, methodology, time frame, and ethics. The introduction should clearly explain the research topic, its importance and relevance. Objectives should be specific and measurable. The literature review establishes the background and need for the study. The methodology describes the research design, participants, data collection and analysis plans. A proposal also requires a time frame, budget, and discussion of ethical considerations. Well-written proposals clearly address what the research will accomplish and how it will be conducted.
The document discusses Karl Popper's theory of falsification and its evolution over time. It explains that Popper argued scientific theories are never truly verified, but can be falsified by a single contradictory observation. Theories should aim to be falsifiable to be considered scientific. Later, Popper acknowledged natural selection as testable despite initial doubts. The document also examines criticisms of falsification, such as that theories may not be falsified even when observations contradict them, depending on how the theory is modified in response.
This document discusses various methods of data collection in research. It describes six main methods: tests, questionnaires, interviews, focus groups, observation, and existing data. It provides details on questionnaires and interviews, including strengths and weaknesses of each. For questionnaires, it outlines 15 principles of construction such as matching items to objectives and using clear, concise language. For interviews it distinguishes between quantitative, standardized interviews and qualitative, open-ended interviews. The document emphasizes the importance of mixing methods to leverage their complementary strengths.
There are three key research designs in psychology: [1] repeated measures design, [2] matched participants design, and [3] independent groups design. The repeated measures design exposes participants to both the experimental and control conditions to eliminate confounding variables but is time consuming. The matched participants design matches participants on a confounding variable to eliminate its effects but is very time consuming. The independent groups design randomly assigns participants to conditions and can be done quickly but requires a large number of participants.
This document outlines the objectives and activities of a training program for senior high school teachers on practical research for the K to 12 Basic Education Program. The objectives are to describe research paper writing terms, determine topics for each curriculum guide content, develop enrichment learning competencies, and construct research titles and designs from given situations. Activities include answering questions about a presented video, completing a table about research terms, and workshops to present and demonstrate teaching guides and research studies proposed to address issues senior high school teachers may face. The overall goal is to help teachers effectively incorporate research into their teaching practices to achieve learning competencies.
This document discusses research objectives, including their meaning, characteristics, need, and types. It states that a research objective provides direction to investigate variables and is the result sought by the researcher. Objectives should be SMART (specific, measurable, attainable, realistic, and time-bound). Formulating objectives helps researchers focus, avoid issues, organize their work, and define directions. There are two types of objectives: general objectives which are broad goals, and specific objectives which are narrower and break general objectives into logically connected parts. The document provides examples to illustrate general and specific objectives for research statements.
This document outlines different types of experimental research designs, including true experimental, quasi-experimental, and pre-experimental designs. It discusses key elements like manipulation of independent variables, use of control groups, and randomization. True experiments aim to establish causation and include random assignment to groups. Quasi-experiments are similar but lack random assignment or a control group. Pre-experiments are the weakest design with no control groups or random assignment. Several specific experimental designs are described like post-test only, pre-test post-test, and randomized block designs. Advantages and disadvantages of different designs are also presented.
1) Research methods are the foundation of psychology as a science and involve exploring questions through various studies and experiments.
2) There are common biases and effects that can skew research, such as hindsight bias, overconfidence, and the Barnum effect. Researchers must account for these to ensure valid results.
3) Research can be experimental, involving manipulation of independent variables and control groups, or correlational, exploring relationships between variables without proving causation through surveys and observation. Proper sampling, operationalization, and statistical analysis are important.
This document provides an outline and overview for writing a research proposal. It discusses reasons for conducting research such as contributing to knowledge and solving problems. A proposal and research proposal are defined as plans for carrying out a task or study. Guidelines are provided for preparing to write a proposal, including contents. A proposal should have chapters on introduction, literature review, and methodology. The introduction states the problem, purpose, significance and research questions or hypotheses. The literature review establishes the theoretical or conceptual framework and reviews related work. The methodology describes the research design, participants, instruments, and analysis plan. Ethical considerations must also be addressed.
There are several types of non-experimental research designs that are used to observe phenomena without manipulating variables. Descriptive designs aim to describe characteristics of a population through surveys, correlational studies examine relationships between variables, and developmental studies observe changes over time through longitudinal or retrospective/prospective approaches. While non-experimental designs cannot determine causation, they provide important exploratory information to help understand problems and guide future experimental research.
The document provides guidance on conducting a literature search and review. It outlines the main objectives of a literature search as identifying as many relevant published and unpublished sources as possible on a specific topic. It then describes the key stages of a literature search and review process, including determining information needs, exploring available sources, reading and annotating sources, taking notes, analyzing findings, and writing up the results. A variety of source types and search techniques are also discussed to aid in locating relevant literature.
A research problem is an area that a researcher wants to investigate or solve. Selecting a good research problem depends on factors like the researcher's knowledge and interests. Identifying a research problem is the first step of the research process. Some sources for research problems include personal experiences, literature reviews, theories, current issues, and brainstorming sessions. A good research problem should be significant, original, feasible, solvable, current, and interesting to the researcher. Formulating a research problem involves selecting a broad research area, reviewing literature and theories, delimiting the topic, and evaluating the problem before stating it clearly.
The document provides information on conducting a literature review. It discusses that a literature review surveys relevant sources on a research topic and provides a description, summary, and critical evaluation. It notes the main purposes of a literature review include justifying research, identifying prior work and gaps, and placing one's own research in context. The document outlines the main types of literature reviews and discusses each. It provides guidance on identifying a research question, searching literature sources, managing references, critically analyzing sources, synthesizing information, and writing the literature review.
This document discusses quasi-experimental research designs. It defines quasi-experiments as resembling true experiments but lacking full control, such as random assignment. It describes various quasi-experimental designs including one group pre-test post-test, non-equivalent control group, interrupted time series, and time series with non-equivalent controls. Examples are provided of each design along with threats to validity. Common uses of quasi-experiments are discussed as well as advantages such as being able to be conducted in natural settings.
Two assignments1. Watch the documentary Inside Job”, narrated b.docxwillcoxjanay
Two assignments
1. Watch the documentary “Inside Job”, narrated by Matt Daemon.
2. For each paper, must include two part, (a) write (roughly) one double-spaced page demonstrating a non-superficial understanding of an issue raised in the documentary, and (b) Write (roughly) one double-spaced page demonstrating a non-superficial understanding of how one of the readings from the course applies to the issue you discuss in part (a).
Each of the two must involve a different issue raised by the documentary, YOU NEED TO RAISE ANOTHER TWO ISSUES NOT THE TWO ISSUES YOU USED IN LAST TIME.
Each of the two must discuss a different reading from the following list:
First paper relates to “Decision Fatigue” and Ariely chapter 4 discussion.
Second paper relates to Ariely chapter 8 discussion.
Notes for Chapter 4 & 8:
Chapter 4: Why We Blow It When We Are Tired
Stressful days make us eat less healthy food
Cognitive load even if minimal makes us more liable to temptation
The tired brain
When deliberative brain occupied then instinctive part takes over
When judges get tired
Judges grant parole more frequently first thing in morning and right after lunch break
Willful cognitive work and denial of instincts lowers barriers to cheating in other parts of life
Months of studying causes students to lower morals and claim dead grandmothers before finals
Don't shop for groceries when tired or hungry
Give in to some known temptations like dessert to avoid bigger unknown temptations later
Do most challenging tasks in morning
Remove temptations or don't go to places where see them
Chapter 8: Cheating as an Infection
Spread of corporate dishonesty like infection
Observing dishonesty in ppl close to u makes u do it more
When do something questionable, the act of inviting our friends to join in makes us feel better because socially acceptable
Dishonesty defined by social norms not cost benefit analysis
When observer from outside group cheats then the signaling effect breaks
Wrong to view minor infractions as trivial because signal and then snowball
Broken windows theory: fix problems when they r small
Publicize the individuals stand up against Crime
Publicize outstanding moral acts
Research Paper
Each student will submit an eight- to ten-page paper (exclusive of title and reference page) on a topic from the list below. The student should be creative in choosing a topic that peaks their interest and can be sufficiently supported with research, data, and substantiated theory or application and allows them to illustrate their critical thinking and writing skills developed throughout the course.
· Problem-Oriented Policing
· Leadership Effectiveness in Community Policing
· Maximizing Law Enforcement Operation Effectiveness
· Building Community Support for Policing Efforts
· Community Policing Models
· Leadership Dilemmas Encountered in Community Policing
· The Effectiveness of Community Policing
· Organizational Development to Enhance Community Policing
· Budget C ...
Written AssignmentCounseling Psychology vs. Clinical Psychology.docxericbrooks84875
Written Assignment
Counseling Psychology vs. Clinical Psychology
In this 3 to 4 page paper, compare and contrast the primary goals of a clinical psychologist and a counseling psychologist? How are their perspectives on treatment similar and how are they different? What are the educational requirements for each? In what type of setting are we likely to find each? Identify which professional association each would be affiliated with as well as which Code of Ethics regulates each professional. Finally, what are the advantages and disadvantages to each of these professions? You are to use at least two peer reviewed sources to support your views.
Week Four Written Assignment Grading Criteria
Content Criteria
4 Points
Compare primary goals of clinical and counseling psychologists
Identify similarities and differences in perspectives, and education of clinical and counseling psychologists
Identify common settings of both clinical and counseling psychologists
Identify professional associations of both clinical and counseling psychologists
Describe advantages and disadvantages to career in clinical and counseling psychology
Writing and Organization Criteria
1 Point
The central theme/purpose of the paper is clear.
The structure is clear, logical, and easy to follow.
The tone is appropriate to the content and assignment.
The thoughts are clear and include appropriate beginning, development, and conclusion.
Paragraph transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Sentences are well constructed, with consistently strong, varied sentences.
Sentence transitions are present and maintain the flow of thought.
Rules of grammar, usage, and punctuation are followed.
The paper uses words and language that are inclusive, clear, and unambiguous.
Spelling is correct.
Research Criteria
1 Point
The paper includes a summary and analysis of research materials that are relevant to the assignment, e.g. scholarly journals, professional articles, legal documents, government documents, legal decisions, media clips, software, measurement instruments websites, personal communication, etc.
Professional/scholarly journals are peer reviewed and focus on the profession/application of psychology (located on Proquest, EBSCOHost, PsycNET, etc.). Non-scholarly articles include newspapers, periodicals, secular magazines, etc, and are not peer reviewed. Websites not approved include wilkipedia.com and about.com.
Research focuses on the most current information (past five years) except when citing seminal works (e.g. Freud, Erickson, etc.).
Paper includes the appropriate number of references required by the assignment.
When appropriate, the paper addresses ethical considerations in research.
Style Criteria
2 Points
The paper is in the appropriate APA format used by the institution/program (e.g. the 6th edition).
The paper is double-spaced and in the appropriate length required by the as.
TerranceExplain at least five elements of critical thinking thalehosickg3
Terrance
Explain at least five elements of critical thinking that you found in the reading material.
QualiaSoup (2009) lists nine elements to critical thinking which are: (1) analyzing, (2) conceptualizing, (3) defining, (4) examining, (5) inferring, (6) listening, (7) questioning, (8) reasoning, and (9) synthesizing. I consider analyzing and examining as the first two steps to critical thinking.
Analyzing
and
examining
breaks down the research as a whole into separate pieces to determine their purpose. Using these two elements, you can determine if a source is credible, if the content pertains to what you are researching, and if the author is biased.
Questioning
does not mean rejecting an idea or claim but to withhold personal judgement until a review of all the factual information can be done before making a decision. This allows a critical thinker to remain unbiased and not jump to conclusions based on their assumptions.
Inferring
is the ability to draw conclusion based on the factual information obtained by assessing the raw data as a whole and discover probable outcomes (QualiaSoup, 2009). One thing to remember is, new information is always being presented and your original inference may not be correct. Finally, the
reasoning
used to draw your conclusions should be made based on facts and not emotions. Reasoning allows the critical thinker to make sound decisions backed by logic and not emotions or social pressure.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
One article I found on international drug trafficking and law enforcements failure on the war on drugs is by German Lopez on Vox.com. Lopez (2016) analyzes the United States current drug problem and the cost it has on the United States trying to combat it through criminalization. In the article Lopez(2016) explains how the war on drugs, which started in 1971, has done little to stop illicit drug use in the United States. In the last forty years the drug war has cost taxpayers over $1 trillion while straining the criminal justice system and doing little as to drug use, production, and trafficking.
I believe Lopez used critical thinking in his claim because as he presents in information he backs it up through research and statistics provided by reputable sources. He quotes many individuals in the article and provides both sides arguments to keeping or removing the criminal aspect of drug abuse. Additionally, Lopez does not just look at those outcomes as the only two options avoiding a false dichotomy. He offers other solutions such as reducing the level of criminality associated to drug trafficking and reducing drug schedules for certain drugs such as marijuana.
Search the Internet, media, or the Ashford University Library, and find an example in which ...
File Upload: MODULE 5
Module Assignment #5
Objectives
1. Discuss attributes of a culture of wellness, including those that facilitate improving a
patient’s medication experience.
2. Identify behaviors and beliefs that promote safe medication-taking practices.
3. List actions that individuals, the scientific and medical community, and government
can take to address America’s drug-taking culture and the prescription drug misuse
epidemic.
Directions
In Module 5, we’re wrapping-up the course by shifting the conversation toward a culture
of health. To do this, we’ll write a response paper to one of the following three TED
talks:
1. “What makes us get sick? Look Upstream” by Dr. Rishi Manchanda
2. “How to connect with depressed friends” by Bill Bernat
3. “Addiction is a disease. We should treat it like one” by Michael Botticelli
Select and view the one TED talk that you find the most interesting (see ‘Resources’).
Then, compose a response paper that reports your interpretation, analysis, and
aesthetic response of/to the ideas presented within the TED talk. Consult the ‘What to
Include’ section below for specific instructions.
What to Include
Compose a response paper that reports your interpretation, analysis, and aesthetic
response of/to your selected TED talk by addressing the following three writing prompts:
1. Interpret the artistic work:
• In your opinion, what is the main message the presenter is trying to share?
Support your response with a specific example from the TED talk.
2. Analyze and Evaluate: What is your analysis of the TED talk overall? Address both
of these prompts to help construct your analysis:
• What is the main issue or problem the presenter is discussing? How does
this issue/problem contribute to America’s drug-taking culture? Elaborate on
your response with an example from the talk.
• Consider the solution the presenter proposes to address the main
issue/problem they are discussing. If individuals or society implement this
solution, how would these actions contribute to a culture of wellness? Again,
elaborate on your response with an example from the talk.
3. Develop an aesthetic response:
• How did watching this TED talk make you feel? Elaborate on your response
by including a meaningful personal reflection that further explains your
thoughts and feelings.
4. Format guidelines: Arial font size 11; single-spaced; 1” margins; Length: 1.5 pages
maximum
5. Please cite the TED talk as well as any external sources, and include a reference list
containing the full citation for each source following the end of your essay.
Resources
1. Michael Botticelli. Addiction is a disease. We should treat it like
one [Video]. Published October 2016. Accessed March 29, 2019.
2. Bill Bernat. How to connect with depressed friends [Video]. Published November
2017. Accessed March 29, 2019.
3. Dr. Rishi Manchanda ...
This document provides instructions and samples for writing a Stage 1 introduction for a sociological handbook assignment. It explains that the introduction should describe what the handbook aims to accomplish, identify the topic being analyzed and data source, and discuss how the data connects to classical sociological theories. It then provides 4 sample introductions analyzing topics such as criminal justice reform, drug prices, sexual habits of millennials, and home ownership among millennials. The introductions identify the data sources, explain why the topic was chosen, and preview how classical theories will be applied.
Danell Pugh is seeking a Master's in Social Work from the University of Denver to help veterans dealing with substance abuse issues. As a veteran herself, she has witnessed the trauma that veterans face upon returning from duty and wants to provide compassionate support to help them overcome addictions. She believes that with her psychology degree and social work training, she can fulfill her passion of helping veterans as a social worker. Her long term goal is to work with Veteran Affairs or a military hospital to guide veterans through the challenges that can lead to substance abuse and help them find proper support.
Write a critical analysis post discussing the following questions .docxhelzerpatrina
Write a critical analysis post discussing the following questions in no less than 500 words.
1. What questions do you still have after reading chapter five of the textbook?
2. What does gender mean to you? How do you experience gender? What are the differences among gender identity, gender expression, and gender roles?
3. What do you think the Genderbread Person and/or the Gender Unicorn leaves out, in terms of how we experience our sexual identity? Are the separate labels it presents (gender identity, gender expression, biological sex, and sexual orientation) really all that separate? How are labels helpful and unhelpful in presenting who we are and in understanding other people’s experiences of their sexual identities? Think about the "transcension" piece with regards to these questions as well.
4. Was there anything new and surprising (or not) that you read on the Cisgender Privilege list?
5. What stories stood out to you from The T Word documentary?
Ethics in Criminal Justice Research
Chapter 2
*
Ethical Issues in Criminal Justice Research
Ethical - behavior conforming to the standards of conduct of a given group
Matter of agreement among professionals
Need to be aware of general agreements of ethical behavior among CJ “community”
Some research designs may be impractical because of ethical issues
No Harm to Participants
Weighing potential benefits against possibility of harm is an ethical dilemma in research
Possible harms of criminal justice research include:
Physical harm
Psychological harm
Embarrassment
Groups at risk include:
Research subjects
Researcher
Third parties
No Harm to ParticipantsAll research involves risksResearcher cannot completely guard against all possible harm Researcher should have firm scientific grounds for conducting research which could potentially present harmHarm to subjects is only justified if the potential benefits outweigh the potential harms
Voluntary Participation
CJ research often intrudes into subjects’ lives
Participation must be voluntary
This threatens generalizability
Results only represent those who participated
Often not possible with field observations
E.g., observe people without them being aware they are being observed
Anonymity and Confidentiality
Anonymity – when researcher cannot identify a given piece of information with a given person
Confidentiality – a researcher can link information with a subject, but promises not to do so publicly
Research must make it clear to the responded whether the survey is anonymous or confidential
Deceiving Subjects
Generally considered unethical
Use of deception must be justified
Widom (1999) – child abuse and illegal drug use
Telling research subjects the purpose of the study would have biased the results
Inciardi (1993) – studying crack houses
Advises researchers not to “go undercover”
Analysis and Reporting
Researchers have ethical obligations to scientific community
Make shortcomings and/or negative findings known
Tell ...
Module 1 OverviewIn Module 1 readings, you will begin to l.docxraju957290
Module 1 Overview
In Module 1 readings, you will begin to learn about the major distinctions among the various definitions of forensic psychology. Which definition do you think makes the most sense? As you begin to consider the roles that forensic mental health professionals assume, it is important to remember that they work in service of the legal system. They need to provide information that is helpful to the legal system in fulfilling its duties. In order to better understand the relationship between the law and the work of forensic mental health professionals, you will begin to study landmark court decisions and their impact on forensic practice. You will begin to make plans for the fieldwork that you will conduct later in the course. For now, you will simply need to develop a list of potential field placements—places you would like to visit.
· Describe key processes and players within the legal and correctional systems.
· Define and analyze the impact of landmark case law on the practice of forensic psychology.
· Define key psycholegal concepts (e.g., competency, insanity, dangerousness) and the role of forensic mental health professionals and legal theory in relation to the application of these concepts.
· Identify and evaluate key data sources related to the populations served by the practice of forensic psychology (e.g., National Uniform Crime Reports, court decisions, statistics related to competence and sanity defenses, demographics of prison populations, etc.).
· Compare and contrast how forensic mental health professionals work within mental health, corporate, government, legal, and correctional systems.
· Examine sources of professional ethical standards (e.g., APA, ACA).
History of Forensic Psychology
Search your textbook for the important benchmarks in the history of forensic psychology. These benchmarks highlight the important trends that have continued to influence the field. Many of the trends started from seemingly small questions. Here is a good example. Suppose that I were to ask you to tell me what the weather was one week ago today. Can you recall the weather one week ago? In your recollection, how confident do you feel that what you recall is in fact accurate?
Questions such as these were of interest to J. McKeen Cattell. In 1893, Cattell performed an experiment that had implications for the psychology of eyewitness testimony (Psych Central, 2013). Cattell asked college students a variety of questions (e.g., the weather one week earlier) and asked them to rate how confident they felt about their answers. Cattell learned that just because people believe they had provided a correct answer or recollection, they were not always able to do so. Furthermore, Cattell learned that just because individuals rate themselves as confident in their answers, their confidence ratings do not necessarily reflect the accuracy of their answers. Can you see how this experiment had important implications for the courtroom?
...
RESEARCH PAPER4Your NameStudent ID NumberCA499 Research Pa.docxeleanorg1
RESEARCH PAPER 4
Your Name
Student ID Number
CA499 Research Paper
John Doe University
Today’s Date
Running Head: RESEARCH PAPER
Running head: CRITICAL THINKING 1
Title of Your Research Paper
Introduce your topic in one or two paragraphs. The study topic is briefly described to establish the main ideas and context. It should be clear in this paragraph what two disciplines you will be relating to your topic. This section will include the background information needed to get the reader up to speed on the topic and understand why the topic is important. The introduction should lead the reader directly to the problem statement. You should offer citations to support all assertions made in the introduction. Your introduction should end with a clear thesis statement.
Problem Statement
Write a paragraph to include your concise problem. The problem statement is a brief discussion of a problem or observation that prompted you to choose this topic of study. Back up your assertions. A problem statement is not an opinion, it is a problem that exists in the world is supported by evidence. Include appropriate citations to support the existence of a problem worthy of research.
Purpose of the Study
The purpose statement should be a concise paragraph that describes the intent of the study and it should flow directly from the problem statement. How did you accomplish this research? How did you tackle the problem? This leads into to your research questions.
Research Questions
Provide a brief introduction to the central aim(s) and question(s) that guided your research. List your question(s) here.
Q1.
Q2.
Significance of Research
Explain why your research is important (for example, by explaining how your research builds on and adds to the current state of knowledge in the field or by identify how the research may be relevant to the disciplines).
Subtopic 1 (replace with your subtopic title)
Cover a particular subtopic that you developed based on your research. This subtopic is part of the main body of your research and it should be obvious how this section relates to your overall topic, problem, purpose, and research questions. Be sure to synthesize information from your sources and provide in-text citations from your sources.
Subtopic 2 (replace with your subtopic(s) title)
Cover a particular subtopic that you developed based on your research. This subtopic is part of the main body of your research and it should be obvious how this section relates to your overall topic, problem, purpose, and research questions. Be sure to synthesize information from your sources and provide in-text citations from your sources.
Subtopic 3 (replace with your subtopic(s) title)
Cover a particular subtopic that you developed based on your research. This subtopic is part of the main body of your research and it should be obvious how this section relates to your overall topic, problem, purpose, and research questions. Be sure to synthesize information .
Here are the key points about the meaning of the name Islam:
- Islam is not named after a person like Christianity which is named after Jesus Christ.
- The name Islam represents the main principle of the religion, which is the total and complete submission to the will of God (Allah in Arabic).
- The word "Islam" means submission or surrender of one's will to the only true God.
- Anyone who submits their will to God is considered a Muslim.
2. What are the five pillars of Islam? Briefly explain each one.
The five pillars of Islam are the foundation of Muslim life and are:
1. Shahadah - The declaration of faith that there is only one
This document provides background information on a senior thesis examining the U.S. Chamber of Commerce's involvement in legal challenges to the Patient Protection and Affordable Care Act between 2010-2012. The thesis will analyze over 200 sources including 742 pages of amicus briefs and court rulings. It will seek to understand how interest groups use litigation to change policy by exploring the Chamber's role in shaping appellate court decisions on the ACA through its amicus briefs, as well as why it did not continue challenging the law after 2012. The introduction outlines the scope and significance of studying the Chamber's evolving position on health care reform and its impact on legal and policy debates.
21115, 721 PMPublic Anthropology Yanomami The Fierce Con.docxeugeniadean34240
2/11/15, 7:21 PMPublic Anthropology | Yanomami: The Fierce Controversy and What We Can Learn From It
Page 1 of 7https://www.publicanthropology.net/pages/background/bys5ex/background-1st.php
Missing Plug-in
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OP-ED TOPIC FOR 2015 SPRING
Introduction. . .
_______________________________________________________________________________
Public Anthropology’s Community Action Website Project helps to provide students with key skills they need to be successful in
their future careers: critical thinking, effective communication, and active citizenship. The Project encourages (1) critical thinking
regarding an ethical issue, (2) a sharing of ideas among students from different universities, (3) improved writing skills, and (4) active citizenship
– a sense that students working together can facilitate change.
Let's begin. . .
_______________________________________________________________________________
THE ISSUE
The rules for regulating research are regularly updated. The U. S. Department of Health and Human Services, for example, is
presently trying to complete a new set of regulations (see e.g. http://chronicle.com/article/Overhaul-of-Rules-for-Human/137811/). After
reading the material below, you will be asked to address in your Op-Ed (or opinion piece) two questions regarding how much,
or how little, governmental regulation of research is appropriate. Good luck.
There are four steps to this skill development process:
(1) READ: You should carefully read the background material to gain an idea of the issue you will be writing about. If you rush
through the material, you will probably do poorly -- grade wise -- on this writing assignment.
(2) DECIDE: You will then take a stand on the issue discussed and, critically, develop an effective argument in support of your
position.
(3) PREPARE: Before you write your Op-Ed (or opinion) piece, you should carefully look at the criteria others will use in evaluating
your piece (see below) as well as examples of model Op-Eds from leading North American newspapers. These should provide a sense
of how to frame and phrase your own Op-Ed.
(4) WRITE: You should write your Op-Ed in a word processing program – such as WORD – and cut and paste your Op-Ed into the
space provided on the website.
RELATION TO READING: Why a Public Anthropology?
Why a Public Anthropology? begins with the sentence: "Cultural Anthropology has the potential to change the world." The first chapter highlights
three anthropologists who actively addressed important social concerns -- Franz Boas, Margaret Mead, and Paul Farmer. The second chapter then
describes in some detail cultural anthropology's potential for addressing a range of problems. But how does one proceed in an ethically positive
way in addressing these problems, in trying to bring change?
In sections 1.6, 1.7, and 1.8, the book asks whether cultural an.
I need two parts, first, the Outline as described below. The second.docxwalthamcoretta
The document provides instructions for a medical malpractice case study assignment. Students are asked to:
1) Locate a published medical malpractice court case from their state and write a paper analyzing it. The paper should have three parts: an introduction of the parties and facts, an analysis of the case using the IRAC method, and a discussion of how the outcome would change if facts/evidence were different.
2) The analysis section should identify ethical theories involved and discuss evidence and defenses from both sides.
3) Students should begin researching cases by a certain module and finalize their case selection, outlining it, by subsequent modules. The final paper is due at the end.
Reconciling the Complexity of Human DevelopmentWith the Real.docxcatheryncouper
Reconciling the Complexity of Human Development
With the Reality of Legal Policy
Reply to Fischer, Stein, and Heikkinen (2009)
Laurence Steinberg Temple University
Elizabeth Cauffman University of California, Irvine
Jennifer Woolard Georgetown University
Sandra Graham University of California, Los Angeles
Marie Banich University of Colorado
The authors respond to both the general and specific con-
cerns raised in Fischer, Stein, and Heikkinen’s (2009)
commentary on their article (Steinberg, Cauffman, Wool-
ard, Graham, & Banich, 2009), in which they drew on
studies of adolescent development to justify the American
Psychological Association’s positions in two Supreme
Court cases involving the construction of legal age bound-
aries. In response to Fischer et al.’s general concern that
the construction of bright-line age boundaries is inconsis-
tent with the fact that development is multifaceted, variable
across individuals, and contextually conditioned, the au-
thors argue that the only logical alternative suggested by
that perspective is impractical and unhelpful in a legal
context. In response to Fischer et al.’s specific concerns
that their conclusion about the differential timetables of
cognitive and psychosocial maturity is merely an artifact of
the variables, measures, and methods they used, the au-
thors argue that, unlike the alternatives suggested by Fi-
scher et al., their choices are aligned with the specific
capacities under consideration in the two cases. The au-
thors reaffirm their position that there is considerable
empirical evidence that adolescents demonstrate adult lev-
els of cognitive capability several years before they evince
adult levels of psychosocial maturity.
Keywords: policy, science, adolescent development, chro-
nological age
In our article (Steinberg, Cauffman, Woolard, Graham,& Banich, 2009, this issue), we asked whether therewas scientific justification for the different positions
taken by the American Psychological Association (APA) in
two related Supreme Court cases—Hodgson v. Minnesota
(1990; a case concerning minors’ competence to make
independent decisions about abortion, in which APA ar-
gued that adolescents were just as mature as adults) and
Roper v. Simmons (2005; a case about the constitutionality
of the juvenile death penalty, in which APA argued that
adolescents were not as mature as adults). On the basis of
our reading of the extant literature in developmental psy-
chology, as well as findings from a recent study of our own,
we concluded that the capabilities relevant to judging in-
dividuals’ competence to make autonomous decisions
about abortion reach adult levels of maturity earlier than do
capabilities relevant to assessments of criminal culpability,
and that it was therefore reasonable to draw different age
boundaries between adolescents and adults in each in-
stance.
In their commentary on our article, Fischer, Stein, and
Heikkinen (2009, this issue) raised both general and spe-
cif ...
1) The document discusses different genres of clinical writing - clinical notes, case notes, and case studies - and what differentiates them. Case notes and case studies describe a patient's symptoms and illness narrative.
2) It examines the concept of "thinking in cases" and how case-based reasoning is a style of scientific reasoning. Using cases allows for practical wisdom and tailoring treatment to the individual.
3) Reducing patients to diagnostic categories fails to treat them as singular individuals. Focusing only on cases respects the patient's uniqueness and individuality.
Read the two peer-reviewed journal articles on eyewitness testimon.docxaudeleypearl
Read the two peer-reviewed journal articles on eyewitness testimony that I have attached on memory eyewitness testimony. Read the articles, then in 750-1,000 words, do the following:
Briefly summarize the findings from each article.
Based upon the information read, discuss if eyewitness testimony is reliable or unreliable.
Connect your research to a memory theory discussed in Chapter 7 of your textbook.
When writing in APA style, it is important that your analysis is written in third person. Writing in third person, using support from the article to support your position, helps with clarity and conciseness throughout your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment for plagiarism.
Chapter 7 on memory
To understand the three processing phases of memory, consider that right now you are reading the information in this textbook. Presumably, you are trying to remember the information. In the encoding phase, your brain changes information—for example, what you see on the page when you are reading this text—into a meaningful neural code that it can use (Figure 7.2, Step 1). The storage phase is how you maintain the coded representation in a network of neurons in the brain. Storage can last a fraction of a second or as long as a lifetime. In retrieval, the third phase of memory, you re-access the information. Think of this phase as bringing to your mind a previously encoded and stored memory when it is needed, just as answers to an exam.
REVIEW ARTICLE
Consequences of False Memories in Eyewitness
Testimony: A Review and Implications for
Chinese Legal Practice
Jianqin Wang1, Henry Otgaar1,2, Tom Smeets1, Mark L. Howe1,2,
Harald Merckelbach1, and Chu Zhou3
1Department of Clinical Psychological Science, Maastricht University, The
Netherlands; 2Department of Psychology, City, University of London, UK;
and 3Department of Psychology, Fudan University, China
Abstract
False memories can result in severe legal consequences including the imprisonment of innocent people.
False memory in eyewitnesses is the largest factor contributing to miscarriages of justice in the United
States. To date, no study has focused on how false memories might play a role in the Chinese legal
system. The purpose of this review is to summarize the latest findings on false memory and eyewitness
testimony in the literature, and to shed some light on how the Chinese legal system may incorporate
these experiences into practice. Overall, false memories of eyewitnesses are generated either by external
misleading information or by internal cognitive processes; false memories may guide police
investigations in the wrong direction or cause eyewitnesses to misidentify an innocent perso ...
The document discusses three assignments related to criminal justice topics. The first assignment asks students to analyze a criminal case from their state, including the crimes charged, punishment assigned, and their opinion on if the punishment was correct. The second assignment involves preparing a pre-sentence investigation report for a case involving sexual assault and torture. The third assignment requires evaluating the historical origins and impact of correctional theories and punishment globally in a research paper.
As you read, many defendants in the criminal justice system are prosecuted in state courts, which means that for the most part prosecutors rely on state case law and statutes as guidelines for whether or not they should be charged. In this assignment, you will select a defendant who has been prosecuted in your state court. Describe, in 1 page, the case against the defendant and the crimes for which the defendant has been charged. Examine the punishment assigned to the offender. If the offender you chose was acquitted or has not yet reached the punishment stage, you will still be able to examine the punishments that were available.
Cja 140 Enthusiastic Study / snaptutorial.comStephenson20
As you read, many defendants in the criminal justice system are prosecuted in state courts, which means that for the most part prosecutors rely on state case law and statutes as guidelines for whether or not they should be charged. In this assignment, you will select a defendant who has been prosecuted in your state court. Describe, in 1 page, the case against the defendant and the crimes for which the defendant has been charged. Examine the punishment assigned to the offender. If the offender you chose was acquitted or has not yet reached the punishment stage, you will still be able to examine the punishments that were available.
Week 5 CEA ProjectAssignment Task Submit to complete thlorileemcclatchie
This document provides instructions for a Week 5 CEA Project assignment. Students are asked to revise their Week 3 paper based on instructor feedback, add two additional scholarly articles to the literature review section, research and analyze an additional law or regulation, research and summarize at least two additional related cases, and write a summary/conclusion section. The paper should be 10-14 pages following APA format. Feedback from the instructor on the Week 3 submission is provided, noting that the student completed all tasks but could provide more in-depth analysis and ensure full citation of sources. Overall, the work was well-done but some sections lacked full citation and references. The instructor encourages the student to review the rubric and ask any questions.
Similar to Forensic Psychology 3rd Edition Fulero Test Bank (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Forensic Psychology 3rd Edition Fulero Test Bank
1. 1
Chapter 1
Forensic Psychology: Promises and Problems
Questions for Discussion or Essay Examination
1. Define forensic psychology.
2. What are some examples of activities encompassed by the term “forensic psychology”?
3. In what way does a narrow definition of forensic psychology limit the field?
4. Describe the difference between the two main divisions in the field of psychology.
5. Who was Hugo Munsterberg? What contributions did he make to forensic psychology?
What were his goals? Was he successful?
6. Describe the work of early experimental psychologists (from 1885 to 1915) that was
relevant to forensic psychology.
7. Describe the legal profession’s reaction to Munsterberg’s claims. What are some
conflicts between the fields of law and psychology?
8. Describe the tensions between psychology and the law, especially with regard to the role
of empiricism.
9. Distinguish between induction and deduction as reasoning procedures.
10. How would a psychologist determine “truth”? How would a lawyer?
11. In the legal system, what role does the adversary system play in determining the truth?
12. Why is the case of Muller v. Oregon (1908) important with regard to the impact of social
science on the legal system?
13. Describe and evaluate some of the legal system’s criticisms of psychology’s methods and
findings.
14. Describe the case of McCleskey v. Kemp (1987) and especially how it reflects the conflict
between law and social science.
15. What role do aggravating and mitigating factors play in deciding whether to sentence a
convicted defendant to death?
16. Describe the case of Price Waterhouse v. Hopkins (1989). What roles did psychologists
play in this case? Did their participation have the desired effect?
Forensic Psychology 3rd Edition Fulero Test Bank
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This sample only, Download all chapters at: alibabadownload.com
2. Chapter 1
2
17. What is it about judges that causes them to reject the findings of psychological research?
Suggested Class Activities
1. Ideally, before any of the students have begun to read the textbook, ask each student to
write a brief definition of forensic psychology. Select some of these to read to the class
and use the diversity to support the claim of a range of perceptions of the field. How
many definitions reflect a clinical specialization?
2. For class discussion: Should forensic psychology be limited to a specialization in clinical
psychology?
3. Identify a current law student who was a psychology major as an undergraduate. Ask
him or her to describe any conflicts experienced as a result of exposure to the two points
of view.
4. A student oral report: Obtain the McCleskey v. Kemp (1987) decision by the Supreme
Court and summarize the reasons for the decision and the dissent.
5. Source for a mini-lecture: Saks, M. J., & Baron, C. H. (Eds.). (1980). The
Use/Nonuse/Misuse of Applied Social Research in Courts. Cambridge, MA: Abt Books.
It reviews the roles of psychologists and social scientists in courts and the differences in
orientation to problems between the law and the social sciences.
6. With regard to the Price Waterhouse v. Hopkins (1989) decision, some psychologists
assisted Ann Hopkins in her claims of sexual stereotyping and job discrimination, but
others did not. Review the criticisms of involvement by psychologists, described in the
article by Barrett and Morris (1993) (see References in the text).
7. Ask students what they think Ann Hopkins’, the plaintiff in Price Waterhouse v. Hopkins,
life was like going back to work after her litigation. She wrote about her case and her
experiences when it was over. Hopkins, A.B. (2005). Price Waterhouse v. Hopkins: A
personal account of a sexual discrimination plaintiff. Hofstra Labor & Employment Law
Journal, 22, 357-416.
8. Source for a mini-lecture: Loftus, E., & Monahan, J. (1980). Trial by data: Psychological
research as legal evidence. American Psychologist, 35, 270-283. A ground-breaking
article. Gives examples and then describes five issues: internal validity, external validity,
consensual validity, probabilistic conclusions, and the psychologist’s personal values.
9. Obtain a copy of Munsterberg’s On the Witness Stand. How contemporary are the topics
and the conclusions?
10. Obtain a copy of John Henry Wigmore’s article in the Illinois Law Review (see
References in the text), criticizing Munsterberg’s conclusions. Would lawyers still offer
these criticisms of current psychology? Why or why not?
3. Chapter 1
3
11. The topic of the use of DNA evidence to exonerate previously convicted persons does not
receive coverage in the book, but is certainly of great contemporary importance. The
Frontline TV program titled “The Case for Innocence,” first shown on January 11, 2000,
is highly recommended. One of the jaw-dropping aspects of the video is the refusal of
some legal authorities, including appellate court judges, to change their decisions even in
the light of DNA evidence. This case is quite an illustration of stare decisis. The video
has an accompanying web link with extensive information about all of the cases covered.
(http://www.pbs.org/wgbh/pages/frontline/shows/case/). The details of the profiled person’s
exoneration are covered in the 2003 Frontline program “The Burden of Innocence,”
which can be viewed online at http://www.pbs.org/wgbh/pages/frontline/shows/burden/. Another
good resource in this regard, for discussion or other activities, is the Innocence Project
website, at www.innocenceproject.org.
12. Have students find a movie (such as Primal Fear, The Runaway Jury, Silence of the
Lambs, Nuts) or television show that deals with forensic psychology issues and have
them evaluate the accuracy of the presentation. The book Reel Justice: The Courtroom
Goes to the Movies (Bergman & Asimow, 2006) has reviews of courtroom films.
13. The following article provides a good introduction to students on what forensic
psychology is and is not. Huss, M. T. (Spring, 2001). "What is forensic psychology? It’s
not silence of the lambs!" Eye on Psi Chi, 25-27
www.psichi.org/pubs/articles/article_58.asp
As mentioned in the text, Allen Hess also has an entry in the handbook of forensic
psychology defining forensic psychology. Hess, A. (2006). Defining forensic
psychology. In I. Weiner & A. Hess (Eds.) The Handbook of Forensic Psychology, Third
edition (pp. 28-58). Hoboken, N.J.: John Wiley & Sons.
14. Student oral report: Assign each student or small groups of students to research the legal
system of a country besides the United States. In their presentation or report, they
should focus on the treatment of forensic psychology in each country. For example,
how does the country define competency? What is the country’s standard for admitting
expert testimony?
15. Students can debate the ability of psychology to influence the legal system. James
Ogloff has an article looking at the history of psychology and the law, its successes and
failures, as well as recommendations for the future of the field. Ogloff, J. R. P. (2000).
Two steps forward and one step backward: The law and psychology movement(s) in the
20th century. Law and Human Behavior, 24, 457-483.
4. Chapter 1
4
Suggested Websites
1. The Supreme Court of the United States has a detailed website that can be searched by
topic or by case and is a great way to get reprints of the cases discussed in this chapter.
http://www.supremecourtus.gov
2. To learn more about Hugo Munsterberg and his impact on psychology, direct students to
the following link. Here they will find links to some of the best sites devoted to
Munsterberg’s work.
http://academic.udayton.edu/GregElvers/hop/person.asp?key=86
Students can also read On the Witness Stand online at:
http://psychclassics.yorku.ca/Munster/Witness/
3. Students interested in learning more about what sort of careers are related to forensic
psychology, can go the Careers in Forensic Psychology website to learn more. The site
also offers a brief history of the field as well as important terms.
http://www.wcupa.edu/_ACADEMICS/sch_cas.psy/Career_Paths/Forensic/Career08.htm
4. The website for the American Psychology-Law Society (AP-LS) has a wealth of
information there about the Society and about forensic psychology in general.
www.ap-ls.org
5. The American Psychiatric Association has information on forensic psychiatry.
http://www.psych.org/
6. All About Forensic Psychology is an introductory site with information on the history of
forensic psychology as well as brief overviews of major research areas. It is a UK site,
and has information and examples from both within and outside the United States.
http://www.all-about-forensic-psychology.com/index.html
7. Dr. Robert Morecook’s website, “So You Want to Be a Forensic Psychologist” gives a
very brief introduction to forensic psychology. It also lists the colleges and universities
that have forensic psychology programs.
http://www.geocities.com/Athens/7429/forensicpsychprep.html
5. Chapter 1
5
Multiple Choice Questions
Type: Con 1. Although the textbook uses a broad definition of forensic psychology applicable
Easy to many topics, some psychologists define forensic psychology more narrowly,
considering it a specialization of _____________ psychology. (p. 3)
A. experimental
B. social
C. developmental
D. clinical*
Type: Con 2. What is an example of a clinical application of forensic psychology? (p. 3)
Easy A. Specializing in eyewitness reliability
B. Child custody evaluation*
C. Jury selection
D. Studying pretrial publicity effects
Type: Con 3. Given a narrow definition of forensic psychology, which of the following
Difficult would NOT be considered a part of forensic psychology? (p. 5)
A. Assessment of competency
B. Expert testimony on rape trauma syndrome
C. Expert testimony on eyewitness accuracy*
D. Evaluation for child-custody determination
Type: Fact 4. Which of the following is NOT given a special designation by the
Easy American Psychological Association (APA)? (p. 4)
A. Industrial psychology*
B. School psychology
C. Clinical psychology
D. Counseling psychology
Type: Fact 5. When was the first separate juvenile court established in the United States? (p. 5)
Moderate A. 1785
B. 1820
C. 1899*
D. 1955
Type: Fact 6. Hugo Munsterberg is often considered the founder of what field? (p. 6)
Easy A. American psychology
B. Child psychology
C. Forensic psychology*
D. Cognitive psychology
6. Chapter 1
6
Type: Fact 7. At the time, how did the legal field react to Hugo Munsterberg’s contributions
Easy to the legal system? (p. 8)
A. They praised and accepted Munsterberg’s contributions.
B. They strongly criticized Munsterberg’s contributions.*
C. They ignored Munsterberg’s contributions.
D. They were bitterly divided about Munsterberg’s work.
Type: App 8. Which of the following was NOT an activity Hugo Munsterberg tried to bring
Difficult into the legal system? (p. 7)
A. The establishment of minimum sentences for the criminally insane*
B. The introduction of experimental psychology to laypersons
C. The demonstration of the fallibility of memory
D. His availability as an expert witness in highly publicized trials
Type: Fact 9. The first research on memory and errors in eyewitnesses’ memory was done
Moderate where? (p. 9)
A. Germany
B. France
C. The United States
D. Research began in all these countries within the same period of 20-30
years*
Type: Fact 10. During what period did research on memory and eyewitness accuracy begin?
Moderate (p. 9)
A. The 1880s into the early 1900s*
B. Right after World War I
C. The 1950s
D. The latter half of the 1970s
Type: Fact 11. The attack on Munsterberg’s claims for the power of forensic psychology were
Easy spearheaded by (p. 8)
A. Louis Terman.
B. Alfred Binet.
C. Elizabeth Loftus.
D. John Henry Wigmore*
Type: Fact 12. During what period was there little scientific activity in forensic psychology?
Easy (p. 9)
A. During the period right before and after the 20th
century.
B. From WWII to the 1970’s.*
C. From the 1970s to the 1990’s.
D. The current period.
7. Chapter 1
7
Type: App 13. Which of the following is NOT a psychological research topic relevant to the real
Difficult world of the legal system? (p. 11)
A. Jurors’ understanding of the definition of insanity
B. Children’s competence as eyewitnesses
C. Bullet trajectories and victims’ wounds*
D. Validity of the battered woman syndrome
Type: App 14. Which of the following is the first step in deductive reasoning (p. 14, Box 1-3)
Moderate A. test a hypothesis
B. replicate a study
C. collect data
D. formulate a theory
Type: App 15. Which of the following is NOT one of the tensions between the law and
Difficult psychology as described in Chapter 1 of the textbook? (p. 12, Box 1-2)
A. Psychology’s empirical versus law’s authoritarian epistemology
B. Psychology’s use of deontology versus law’s use of consequentalism*
C. Psychology’s descriptive versus law’s prescriptive discourse
D. Psychology’s nomothetic versus law’s ideographic focus
Type: Con 16. ______________ are human creations that evolve out of the need to resolve
Moderate disagreements. (p. 12)
A. Values
B. Morals
C. Laws*
D. Opinions
Type: Con 17. Which of the following describes Sherlock Holmes’ procedure of developing a
Moderate number of possible solutions, then eliminating them one by one (“When you
have eliminated all the possibilities but one, that remaining one, no matter how
improbable, must be the correct solution”)? (p. 12, Box 1-2)
A. Transductive reasoning
B. Deductive reasoning
C. Inductive reasoning*
D. Conductive reasoning
Type: Con 18. _______________ are standards for decision making. (p. 12)
Moderate A. Values*
B. Morals
C. Laws
D. Opinions
8. Chapter 1
8
Type: Con 19. According to John Carroll (1980), __________ deals in morality, social values,
Moderate social control, and the application of abstract principles. (p. 13)
A. religion
B. law*
C. education
D. social science
Type: Con 20. According to John Carroll (1980), _____________ deals in knowledge, truth,
Moderate and derives abstract principles from specific instances. (p. 13)
A. religion
B. law
C. education
D. social science*
Type: Con 21. For which of the following occupations would empirical evidence be the most
Easy important element in determining truth? (p. 13)
A. Psychologist*
B. Trial judge
C. Police officer
D. Defense attorney
Type: Con 22. What does it mean to say that observations in a study are reliable? (p. 13)
Moderate A. They are consistent over time.
B. Different investigators can produce similar results.
C. The cause of them can be determined.
D. They can be generalized to other populations.
Type: Fact 23. Regarding the use of psychics in criminal investigations, psychologists
Easy generally (p. 15, Box 1-4)
A. believe that psychics can help.
B. reject the use of psychics.*
C. favor the use of psychics only as a last resort.
D. favor the use of psychics who have gone through experimental tests.
Type: Con 24. As indicated in the textbook, the nature of the adversary system leads to
Moderate some trial attorneys valuing _________ over the quest for truth. (pp. 15)
A. punitive sentencing
B. personal intuition
C. conflict resolution*
D. professional ambition
Type: Fact 25. Which of the following best corresponds to stare decisis? (p. 15)
Easy A. “An eye for an eye”
B. “Let the decision stand”*
C. “Search for the truth”
D. “The state shall decide”
9. Chapter 1
9
Type: Con 26. For which of the following would stare decisis serve as a guiding principle?
Easy (p. 15)
A. Social scientist
B. Police officer
C. Appellant
D. Appellate judge*
Type: App 27. Which is NOT a criticism leveled against psychology when applied to the
Difficult legal system? (pp. 17-18)
A. The lack of ecological validity in much psychological research
B. Going beyond research data to make moral judgments
C. The use of irrelevant past cases in making decisions about current
issues*
D. Its intrusion upon, and possible subversion of, legitimate activities of the
legal system
Type: Con 28. Why is Muller v. Oregon (1908) considered a landmark case? (p. 16)
Difficult A. Its acceptance of social-science evidence rather than law cases and
statutes*
B. Its clarification of the insanity defense
C. Its emphasis on victim impact statements
D. Its refusal to allow expert testimony
Type: App 29. When it comes to research’s influence on court decisions, psychological
Moderate research has (p. 16)
A. become the sole determinant of court decisions.
B. influence court decisions sometimes.*
C. no influence.
D. no influence now, although in the past had a large influence.
Type: Con 30. Which of the following describes a Brandeis brief? (p. 16)
Moderate A. A brief which calls for a mistrial based on a judge’s lack of impartiality
B. A brief which is organized around the best intuitive argument for the
case
C. A brief which focuses on empirical evidence rather than reviewing past
cases and statutes*
D. A brief which relies on a famous Supreme Court decision by Justice
Brandeis
Type: App 31. Which of the following is NOT considered an aggravating factor, when
Easy determining the punishment after a murder conviction? (p. 19)
A. A rape of the victim
B. Torture of the victim
C. Kidnapping of the victim
D. The killing was done in self-defense*
10. Chapter 1
10
Type: Fact 32. McCleskey v. Kemp (1987) challenged the death penalty on the grounds that the
Moderate applications of the sentence are racially biased. Which of the following
represents the percentages of murder sentences that were death sentences,
depending on the race of the victim? (p. 19)
A. 7% if Black, 15% if White
B. 15% if Black, 50% if White
C. 1 to 2 % if Black, 11% if White*
D. 18% if Black, 25 % if White
Type: Fact 33. In McCleskey V. Kemp (1987) the court decided to (pp. 19-20)
Moderate A. to overturn McCleskey’s conviction on the grounds that the death
sentence is administered in a racially biased manner.
B. reject McCleskey’s appeal because there was no evidence to suggest
equal-protection was violated. *
C. reject McCleskey’s appeal because the statistical analysis used to
support his claims was done incorrectly.
D. overturn McCleskey’s conviction on the grounds that there were no
aggravating factors present.
Type: Fact 34. According to Baldus and his colleagues (1990), which magnitude of Moderate
Moderate aggravating factors will create the largest “race-or-victim” effect in sentencing
convicted murderers? (p. 20)
A. Low
B. Mid-range*
C. High
D. Extreme
Type: Fact 35. In 1994 what happened to legislation that would allow people sentenced to death
Moderate to challenge their sentences using statistical evidence of past racial
discrimination in executions? (p. 21)
A. The legislation passed both houses and became law.
B. The U.S. Congress passed it, but the president vetoed it.
C. The House of Representatives passed it, but the U.S. Senate rejected it.*
D. The legislation was rejected by both houses.
Type: Con 36. In Price Waterhouse v. Hopkins (1989), Ann Hopkins sued her employer for sex
Moderate discrimination. Based upon a majority opinion in the case, which of the
following statements represents the significance of the social psychologist’s
testimony about sex stereotyping on the court’s decision? (pp. 21-22)
A. It hurt Ann Hopkins’ case.
B. In the court’s opinion, it made little, if any impact, in the court’s
decision.*
C. It played a significant role but other ever was needed.
D. It was all the evidence necessary for the court’s decision.
11. Chapter 1
11
Type: Con 37. The case of Price Waterhouse v. Hopkins is important because (pp. 21-23)
Moderate A. psychological research and theory on sex stereotyping was
presented in court by an expert witness.*
B. the Supreme Court admitted testimony on the battered woman
syndrome.
C. for the first time, a Supreme Court opinion acknowledged that
psychological research was the determining factor in its opinion.
D. Hopkins, who was to be executed, received a new trial.
Type: Con 38. According to Chapter 1, which profession would be most likely to describe facts
Easy in terms of their probabilities? (p. 16)
A. Law enforcement officer
B. Psychologist*
C. Attorney
D. Judge
Type: Fact 39. In the case of Lockhart v. McCree (1986), the majority opinion by Justice
Moderate Rehnquist contradicted psychological research and (p. 17)
A. rejected the use of surveys to determine pretrial publicity.
B. upheld the use of death-qualified jurors*.
C. rejected the admissibility of a psychologist testifying about gender-based
discrimination.
D. upheld the use of probabilistic reasoning in a closing argument.
Type: Fact 40. Which of the following is NOT one of the reasons that Tanford (1980)
Moderate offered to describe the reluctance of the courts to rely upon empirical research?
(p. 24)
A. Judges are conservative and perceive social scientists to be liberal
B. Judges are human and it is human nature to be unscientific
C. Judges perceive science as a threat to their power and prestige
D. Judges already have extensive experience with social science and do not
need further assistance*
12.
13. Chapter 2
13
Chapter 2
Forensic Psychologists: Roles and Responsibilities
Questions for Discussion or Essay Examinations
1. Define psychopathy. How is it measured?
2. What are the activities of a trial consultant?
3. Describe some of the ethical issues facing a trial consultant.
4. Describe some potential conflicts between trial consultants and the attorneys they work
with.
5. What ethical issues may arise for a forensic evaluator?
6. Distinguish between expert witnesses and fact witnesses.
7. Describe some of the ethical issues facing the psychologist as an expert witness.
8. Discuss the likelihood that an expert witness would be penalized (how?) for their
testimony.
9. What are some topics for which psychologists have served as expert witnesses?
10. Evaluate Margaret Hagen’s book Whores of the Court. Do you agree or disagree with
her premise? Why or why not?
11. Describe some potential (ethical?) conflicts between psychologists who act as as expert
witnesses on the one hand and lawyers or judges on the other.
12. Saks described three different perspectives for expert witnesses faced with the task of
relating their field’s state of knowledge and the matter at trial. What are they?
13. Contrast the Frye test, the Federal Rules of Evidence, and the Daubert decision with
regard to the standard for admissibility of expert testimony.
14. Describe the facts in the case of Daubert v. Merrell Dow Pharmaceuticals Inc. What was
the decision? Why was the decision of importance to forensic psychologists?
15. What has been the aftermath of the Daubert decision on the courts? How was the
decision’s relevance extended by the Kuhmo Tire Co. v. Carmichael decision?
16. How do judges feel about the Daubert decision?
14. Chapter 2
14
17. What is an amicus curiae brief? What is its purpose? Give an example.
18. What role or roles did psychologists and other social scientists play in the Brown v.
Board of Education decision? Were they effective?
19. Describe and evaluate the findings and conclusions of the doll study by Kenneth Clark
and Mamie Clark.
20. What are death-qualified jurors? Has the Supreme Court ruled on their acceptability?
21. How consistent should results be, or how sure should a psychologist be, of the reliability
of his or her findings, before the psychologist offers a conclusion to the legal system
based on the findings? What standards of proof might be applied?
22. What role did an amicus brief by the American Psychological Association play in the
decision on Bowers v. Hardwick (1986)?
23. Contrast an advocacy brief and a science-translation brief. Give an example of each.
24. Describe four temptations of forensic psychologists to go beyond what is acceptable,
when they interact with the legal system.
Suggested Class Activities
1. As a flagrant example of the temptations in forensic testimony, the example of Dr. James
Grigson is illustrative. Grigson (a forensic psychiatrist, not a psychologist) concluded
that Thomas Andy Barefoot had a “100% chance” of committing future violent acts--
Grigson had not even examined him. Report on the Supreme Court’s astounding decision
on appeal: Barefoot v. Estelle. 463 U. S. 880 (1983). For more on Grigson, see:
Ewing, C. (1991). “Preventive detention and execution: The constitutionality of
punishing future crimes.” Law and Human Behavior, 15, 139-164.
Rosenbaum, R. (1990, May). “Travels with Dr. Death.” Vanity Fair, pp. 140-147, 166-
174.
2. The book Whores of the Court: The Fraud of Psychiatric Testimony and the Rape of
American Justice has generated a lot of discussion (as to be expected with that title!).
The author is Dr. Margaret Hagen, a developmental psychologist at Boston University.
(The book was published in 1997 by HarperCollins.) Dr. Hagen has generously provided
via e-mail a number of reviews of her book. Contact her via: hagen@bu.edu; the book
and reactions to it provide lively material for a class lecture or debate on the propriety of
psychologists testifying as expert witnesses.
3. Interview a judge who has been reluctant to allow expert testimony concerning the
accuracy of eyewitnesses. What reasons does he or she give for this judicial opinion?
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Describe some of the psychological conclusions on time overestimation, weapons effects,
the confidence-accuracy relationship, the effects of stress, and cross-racial identifications.
How does the judge react to the claim that most jurors are not familiar with these
findings?
4. Arrange a debate between two members of the Psychology department faculty about the
propriety of a psychologist serving as an expert witness (either in general or on a
particular psychological topic).
5. The Daubert v. Merrell Dow decision continues to be examined by the courts and in law
reviews. Review with the class the differences between the Frye test and the Federal
Rules of Evidence, with regard to the admissibility of expert testimony. The facts of the
case are of interest to students, as well as the ways that the plaintiff’s attorneys used
“gray area” experts and research procedures. Was the judge right in not allowing the case
to go to trial? Ask a local judge to meet with the class and discuss the problem of
deciding whether expert testimony is admissible. Compare the judge’s reactions to those
of a self-described “simple country judge;” see Gless, A. G. (1995). Some post-Daubert
trial tribulations of a simple country judge: Behavioral science evidence in trial courts.
Behavioral Sciences and the Law, 13, 261-291.
6. The following two articles discuss the ability of judges to determine the admissibility of
testimony.
Kovera, M. B., & McAuliff, B. D. (2000). “The effects of peer review and evidence
quality on judge evaluations of psychological science: Are judges effective
gatekeepers?” Journal of Applied Psychology, 85, 574- 586.
Gatowski, S. I., Dobbin, S. A., Richardson, J. T., Ginsburg, G. P., Merlino, M. L.,
& Dahir, V. (2001). “Asking the gatekeepers: A national survey of judges on
judging expert evidence in a post-Daubert world.” Law and Human
Behavior, 25, 433-458.
7. Book report:
This book looks at the decision making processes of the Supreme Court Justices:
Wrightsman, L. S. (2006). The Psychology of the Supreme Court.
New York: Oxford University Press.
8. Source for a mini-lecture:
Greene, E., Schooler, J., & Loftus, E. F. (1985). “Expert psychological
testimony.” In S. M. Kassin & L. S. Wrightsman (Eds.), The Psychology of Evidence
and Trial Procedure (pp. 201-226). Newbury Park, CA: Sage.
9. Mini-lecture on the dangers of a psychologist as an expert witness: Watch out for the
cross-examination! Source:
Spence, Gerry. (1986). Trial by Fire: A True Story of a Woman’s Ordeal at the Hands of
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the Law. New York: William Morrow. This book is a description of the suit by
Kimerli Pring (Miss Wyoming) against Penthouse magazine. See the cross-
examination of Herbert Clark, a Stanford psychology professor.
10. Provide more details on the decision in Lockhart v. McCree, by reporting on the
following article:
Bersoff, D. N. (1987). “Social science data and the Supreme Court: Lockhart as a
case in point. American Psychologist, 42, 52-58.
Also review and report on the conclusions of psychologist Rogers Elliott that the
research on death-qualified jurors is not that strong:
Elliott, R. (1991). “Social science data and the APA: The Lockhart brief as a case in
point. Law and Human Behavior, 15, 59-76.
11. Articles for class discussion:
These are very useful articles for class discussion because they include a list of research-
based statements about which psychologists might testify, plus the percentage of
psychologists who agree with each. They are highly recommended.
Kassin, S. M., Ellsworth, P. C., & Smith, V. L. (1989). “The ’general acceptance‘ of
psychological research on Eyewitness Testimony: A survey of experts.”
American Psychologist, 44, 1089-1098
The new version of the survey can be found in:
Kassin, S. M., Tubb, V. A., Hosch, H. M., & Memon, A. (2001). “On the ‘general
acceptance’ of eyewitness testimony research: A new survey of the experts.”
American Psychologist, 56, 405-416.
Note that not all psychologists agree that we should be testifying in such cases. For a
critique of the above article, see:
Elliott, R. (1993). “Expert testimony about eyewitness identification: A critique.”
Law and Human Behavior, 17, 423-436,
And a response by the original authors:
Kassin, S. M., Ellsworth, P. C., & Smith, V. L. (1994). “Deja vu all over again:
Elliott’s critique of eyewitness experts.” Law and Human Behavior, 18, 203-
210.
12. If there is a need to supplement material on eyewitness identification, consider:
Cutler, B. L., & Penrod, S. D. (1995). Mistaken Identification: The Eyewitness,
Psychology and the Law. New York: Cambridge University Press.
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It is impossible to overestimate the usefulness of this book for supplementing lecture
material and providing in-depth information. It describes several cases with wrongful
convictions, examines the use of expert witnesses and reviews relevant court cases,
describes the relevant psychological research (with an explanation of meta-analysis),
evaluates voir dire and cross-examination as safeguards against wrongful convictions
(Verdict: Not effective), and describes lack of jurors’ knowledge.
13. Three white men were separately tried for dragging an African American man, James
Boyd, Jr., to death near Jasper, Texas, in 1999. The same psychiatrist, Edward Gripin,
testified in each trial. For the first two, he reported the presence in the defendant of white
supremacist dogma and racial bias. For the third defendant, he found no such
proclivities. How would he make such a determination? What are the temptations he
might experience in deciding what to say, or not to say?
14. A topic needing further exploration is the interpretation (or misinterpretation) of research
results that leads to a denigration or ridicule of the field of scientific psychology. A
recent example is the public and Congressional reaction to the article by Rind and others
on college students’ long-term reactions to having been sexually abused as children, titled
“A meta-analytic examination of assumed properties of a child sexual abuse using college
samples.” Psychological Bulletin, 124, 1998.
15. Interview a psychologist who has served as an expert witness. Is it difficult to remain
objective and not be sympathetic to one side? What was the nature of the cross-
examination of the expert witness? Which of Saks’ three roles for an expert witness are
reflected in your interviewee’s stance?
16. Mini-book review: Peter Huber’s 1991 book, look for examples of what he called “junk
science.” (See references.) Does the class agree or disagree? Why or why not?
17. References regarding the Hare Psychopathy Scale and measures of psychopathy:
Tengstrom, A., Grann, M., Langstrom, & Kullgren, G. (2000). Psychopathy (PCL-R) as a
predictor of violent recidivism among criminal offenders with schizophrenia. Law
and Human Behavior, 24, 45-58.
Edens, J. F., Poythress, N. G., & Lilienfeld, S. O. (1999). Identifying inmates at risk for
disciplinary infractions: A comparison of two measures of psychopathy. Behavioral
Sciences and the Law, 17, 435-444.
Gendreau, P., Goggin, C., & Smith, P. (2002). Is the PCL-R really the “unparalleled
Measure” of offender risk? A lesson in knowledge cumulation. Criminal Justice and
Behavior, 29, 397-426
Walsh, T. & Walsh, Z. (2006). The evidentiary introduction of Psychopathy Checklist-
Revised assessed psychopathy in U.S. courts: Extent and appropriateness. Law and
Human Behavior, 30, 493-507.
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18
Edens, J.F., Campbell, J.S., & Weir, J.M. (2007). Youth psychopathy and criminal
recidivism: A Meta-Analysis of the psychopathy checklist measures. Law and Human
Behavior, 31, 53-75.
18. The Daubert decision and its follow-ups continue to be of interest. Donald Bersoff
chaired a symposium at the American Psychology-Law Society convention in New
Orleans in March, 2000, titled: Impact of Daubert. A multi-page hand out from that
session, The Admissibility of Psychological Evidence Six Years after Daubert:
Floodgates or Gatekeeping, authored by Donald N. Bersoff, Lori Peters, and Erik
Nabors, listed a multitude of cases referring to Daubert factors. Also, the special issue of
Psychology, Public Policy, and Law for March 1999 is highly recommended. The
citation is: Shuman, D. W., & Sales, B. D. (Eds.). (1999).
Special theme:
Daubert’s meanings for the admissibility of behavioral and social science evidence.
Psychology, Public Policy, and Law, 5 (No. 1).
These two editors also authored an article on Daubert for an earlier issue of this journal:
Shuman, D. W., & Sales, B. D. (1998). The admissibility of expert testimony based upon
clinical judgment and scientific research. Psychology, Public Policy, and Law, 4,
1226-1252.
Other recent articles, actually case studies, on the Frye standard and Daubert:
Gorman, B. J. (1999). Facilitated communication: Rejected in science and accepted in
court--A case study and analysis of the use of FC evidence under Frye and Daubert.
Behavioral Sciences and the Law, 17, 517-541.
McKinzey, R. K., & Ziegler, T. G. (1999). Challenging a flexible neuropsychological
battery under Kelly/Frye: A case study. Behavioral Sciences and the Law, 17, 543-
551.
19. Should a physician’s testimony also satisfy the Daubert standard? See Henderson, J. H.,
Grams, D., & Presti, D. (2000, May 29). How ”reliable” should a physician’s diagnosis
be? National Law Journal, pp. B18-B19. How reliable should a clinical psychologist’s
testimony about diagnosis based on the MMPI? The Rorschach?
20. A recent article relevant to the temptations of forensic psychology is:
Nicholson, R. A., & Norwood, S. (2000). The quality of forensic psychological
assessments, reports, and testimony: Acknowledging the gap between promise and
practice. Behavioral Sciences and the Law, 24, 9-44.
21. From McCauley, M. (2007, Summer). Using writing assignments when teaching
psychology and law. AP-LS News. Have students write their own amicus brief on some
topic currently being debated in court. They should review research on the topic and
summarize it to support their opinion.
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Suggested Websites
1. The Daubert decision, and its effect on the court system, can be further investigated on
the web.
http://www.daubertontheweb.com/
2. Students can search APA amicus briefs by name or subject at the APA PsychLaw
website. The website provides information on all of the topics the APA has submitted
briefs for, as well as the briefs themselves.
http://www.apa.org/psyclaw/amicus.html
3. The American Academy of Forensic Psychology has information on training in
forensic psychology. There is also a link to ethical guidelines for forensic psychologists.
http://www.aafp.ws/
4. Dr. Robert Hare’s website contains information on the study of psychopathy. Here you
will find information on Dr. Hare’s assessment tools as well as information on books and
articles relating to psychopathy.
http://www.hare.org/
5. It would be interesting for students to look at how lawyers might prepare for their own
and the other side’s expert witnesses. The National Association of Criminal Defense
Lawyers has their magazine online with advice on how to cross examine expert
witnesses.
http://www.nacdl.org/public.nsf/freeform/championmag?OpenDocument
Vincent DiCarlo graduated from Cornell Law School and served as an assistant district
attorney in Brooklyn. On his website, he provides advice on how to attack and defend an
expert witness.
http://www.dicarlolaw.com/ExpertWitnesses.htm
6. The Washburn University School of Law in Topeka, KS maintains a website devoted to
Brown v. Board of Education. The website has information on the case and its players.
http://brownvboard.org/
20. Chapter 2
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Multiple Choice Questions
Type: Fact 2. The Hare Psychopathy Checklist-Revised is (p. 27)
Moderate A. a multiple-choice test.
B. a self-report scale of personality characteristics.
C. now considered to be out-of-date.
D. a rating scale, completed by a clinician after an interview with the
subject.*
Type: Con 3. Which of the following is NOT a characteristic of psychopathy? (p. 27)
Easy A. Impulsivity
B. Pathological lying and manipulation
C. Overwhelming guilt and remorse*
D. A continual willingness to violate social norms
Type: Fact 4. How many states license or certify trial consultants? (p. 28)
Easy A. 0*
B. 13
C. 31
D. 50
Type: App 5. Which of the following is the correct order of steps research (p. 27)
Moderate A. Empirical testing, hypothesis generation, statistical interpretation, peer
review
B. Hypothesis generation, empirical testing, statistical interpretation, peer
review*
C. Hypothesis generation, statistical interpretation, empirical testing, peer
review
D. Hypothesis generation, peer review, empirical testing, statistical
interpretation
Type: Fact 6. What is NOT an guideline for ethical research as listed in Chapter 2? (p. 28)
Moderate A. Do not fake data.
B. Do not draw false conclusions from data.*
C. Do not do research without a license.
D. Do not plagiarize.
Type: App 7. Which of the following is NOT something a trial consultant would do? (p. 28)
Moderate A. Assist the lawyer in identifying major issues in a case
B. Prepare witness for the trial
C. Advise in jury selection
D. Generate evidence to be presented at trial*
Type: Fact 8. Trial consultants are most often hired by (p. 28)
Easy A. law firms defending clients in civil cases. *
B. district attorneys prosecuting big businesses.
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C. district attorneys in criminal trials.
D. law firms defending clients in criminal cases.
Type: App 9. Which of the following practices would be encouraged by the American Society
Difficult of Trial Consultants? (pp. 29-30)
A. The compilation of win-loss data
B. The trademarking or copyright of instruments or terminology
C. Sharing with the court all information, including any which can identify
research participants
D. The strict adherence to standards of confidentiality*
Type: App 10. Which is NOT a possible example of a substantive conflict between trial
Moderate consultants and their employer-attorneys? (p. 30)
A. The appropriate theory of the case
B. Issues about invasion of the client’s privacy*
C. Which jurors should be excused
D. How witnesses should present themselves
Type: Con 11. The fact that trial consultants largely view their work as “proprietary” illustrates
Difficult the conflict between
A. psychology and the law.
B. scientist and entrepreneur.*
C. trial consultant and attorney.
D. advocate and forensic evaluator.
Type: App 12. Which of the following is NOT an ethical issue with forensic evaluators? -
Difficult (pp. 30-31)
A. Disclosing when an interview is NOT confidential
B. Entering into a dual relationship with a client
C. Defending “junk science”*
D. Skewing evaluation results
Type: App 13. Which of the following is permitted to present opinions as part of testimony?
Moderate (p. 32)
A. Eyewitnesses
B. Expert witnesses*
C. Fact witnesses
D. Law enforcement personnel, as witnesses, but no others
Type: Fact 14. Who always has the final say in determining an expert witness’s admissibility?
Easy (p. 32)
A. The scientific community
B. The district attorney
C. The defense attorney
D. The judge*
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Type: Con 15. Which of the following questions best corresponds to a defendant’s competence
Moderate to stand trial? (p. 33, Box 2-3)
A. Does the defendant have an adequate understanding of the legal
system?*
B. What was the defendant’s mental condition at the time of the alleged
offense?
C. What are the prospects for the defendant’s rehabilitation?
D. Was the defendant of legal age at the time of the alleged offense?
Type: App 16. Peter Huber’s book Galileo’s Revenge (1991) was critical of (p. 34)
Moderate A. expert witnesses who testified for whatever side paid them.*
B. judges who refused to allow scientific expert testimony.
C. trial consultants who worked only for rich clients.
D. corporations that made every effort to avoid being sued by individuals.
Type: Fact 17. The term “junk science” refers to (p. 34)
Moderate A. fields such as astrology and phrenology.
B. a “battle of the experts” between two conflicting scientific expert
witnesses.
C. expert witnesses to use questionable methodologies to support
preconceived opinions.*
D. claims made by corporations based on unscientific research.
Type: Fact 18. It is almost impossible to prosecute an expert witness for _______(p. 34)
Easy A. perjury.*
B. contempt of court.
C. falsifying data.
D. practicing without a license.
Type: App 19. Which of the following of Saks’ classifications of expert-witnesses would be the
Difficult most likely to agree with the statement “My central role is to share the most
faithful picture of my field’s knowledge with those who have been assigned the
responsibility to make decisions”? (p. 36)
A. The mere conduit-educator*
B. The philosopher-ruler/advocate
C. The hired gun
D. The fact witness
Type: App 20. Which of the following of Saks’ roles for expert witnesses would be most likely
Difficult to agree with the statement “My primary responsibility is to present only
information that agrees with my employer’s values, not my own”? (p. 37)
A. The mere conduit-educator
B. The philosopher-ruler/educator
C. The hired gun*
D. The fact witness
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Type: App 21. Which of the following of Saks’ types of expert witnesses would be most likely to
Difficult agree with the statement “I am comfortable presenting only certain evidence
because I believe the other side is responsible for presenting evidence which
conflicts with my own”? (p. 36)
A. The mere conduit-educator
B. The philosopher-ruler/educator*
C. The hired gun
D. The fact witness
Type: App 22. Which of the following focuses on the importance of the general acceptance of an
Moderate expert’s testimony, emphasizing its relevance? (p. 37)
A. The Warren Standard
B. The Federal Rules of Evidence*
C. The Frye Test
D. The Daubert Rule
Type: App 23. “Well-recognized standards regarding the principles or evidence for a particular
Moderate field should determine the admissibility of expert testimony” describes which of
the following? (p. 37)
A. The Warren Standard
B. The Federal Rules of Evidence
C. The Frye Test*
D. The Daubert Rule
Type: App 24. In determining admissibility of expert testimony, which of the following uses
Moderate criteria such as whether scientific evidence has been peer-reviewed, is testable,
has a recognized rate of error, and adheres to professional standards? (pp. 37-
38)
A. The Warren Standard
B. The Federal Rules of Evidence
C. The Frye Test
D. The Daubert Rule*
Type: Fact 25. The case that led to the Supreme Court decision in Daubert v. Merrell Dow
Easy (1993) involved (p. 37)
A. an expert witness who assessed the quality of tire design.
B. whether repressed memories were scientifically accepted.
C. whether silicone breast implants caused auto-immune reactions
D. whether the morning sickness drug Bendectin had damaging side
effects.*
Type: Con 26. In a summary judgment (p. 38)
Easy A. the judge lets expert witnesses decide the case rather than a jury.
B. a trial is avoided; the judge rules after evaluating the evidence.*
C. the jury makes a judgment based on a summary of the case by the judge.
D. the jury supplements its verdict by giving the reasons, in writing, for it.
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24
Type: Fact 27. In the decision of Kuhmo Tire Co. Ltd. v. Carmichael (1999), the Supreme Court
Easy expanded the Daubert decision to (p. 41)
A. other experts besides scientists.
B. experts whose methods do not meet acceptable standards.
C. Both A and B*
D. Neither A nor B
Type: Con 28. In the Brown v. Board of Education decision in 1954, the values of the social
Easy scientists who submitted an amicus brief (p. 41)
A. conflicted with the eventual decision by the Court.
B. were in line with the eventual decision by the Court.*
C. had no influence on the eventual decision by the Court.
D. were in line with the minority opinion of the Court.
Type: Fact 29. Clark and Clark (1952) concluded what from their study of Black children in
Moderate segregated and non-segregated environments? (p. 42)
A. Black children in segregated areas were more adjusted to feeling inferior
and did not engage in as much denial.*
B. Black children in rural communities experienced less racism than
children from urban communities.
C. Black children in non-segregated areas were more psychologically
prepared to deal with racism.
D. Black children in segregated areas demonstrated less of an effect to their
self esteem than children from non-segregated areas.
Type: App 30. Which of the following was NOT an argument used by the psychologists in their
Difficult amicus curiae brief submitted in the case of Lockhart v. McCree (1986)? (p.
43)
A. The death penalty is administered in a racially-biased manner.*
B. The jury-selection process in capital trials produces a jury that is
conviction-prone.
C. Death-qualified juries are unrepresentative because a higher percentage
of certain classifications of people are excluded.
D. None of the above
Type: Fact 31. In Bowers v. Hardwick (1986), the U. S. Supreme Court (pp. 45-46)
Easy A. agreed with the decision of the Georgia Supreme Court.
B. were persuaded by APA’s amicus brief and reversed Georgia’s law
prohibiting homosexual behavior.
C. maintained the legality of laws prohibiting homosexual behavior.*
D. declared Georgia’s laws that criminalized homosexual behavior to be
unconstitutional.
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25
Type: Fact 32. Hafemeister and Melton (1987) concluded that when secondary social-science
Easy sources were cited in cases, they were most often originally published in (p. 46)
A. law reviews or government reports.*
B. textbooks.
C. social psychology journals.
D. Psychology Today.
Type: Fact 33. In which case, did the Supreme Court agree with the opinion of APA’s amicus
Moderate brief? (p. 46)
A. McCleskey v. Kemp (1987)
B. Schall v. Martin (1984)
C. Bowers v. Hardwick (1986)
D. Atkins v. Virginia (2002)*
Type: Con 34. Which of the following is used to describe a brief which is submitted by the
Easy APA when it possesses knowledge the Court otherwise might not have? (p. 42)
A. A guild-interest brief
B. A science-translation brief*
C. An advocacy brief
D. A moral-position brief
Type: App 35. When composing an amicus brief, Saks (1993) suggested that psychologists
Easy should (p. 47)
A. assert opinions on the ultimate issue in the case.
B. represent a consensual view of social scientists.*
C. focus on constitutional law.
D. let others apply their research findings.
Type: App 36. Which of the following best represents the danger of the advocate role in
Moderate expert testimony? (p. 48)
A. It confuses the jury.
B. It must present more than one explanation for the individual’s behavior.
C. It sacrifices intuition for empiricism.
D. It compromises the objectivity of the expert.*
Type: App 37. Attorneys “shopping around” until they find an expect who will say what they
Easy want contributes to expert witnesses (pp. 48-49)
A. doing a cursory job.
B. promising too much.
C. substituting advocacy for objectivity.*
D. presenting their information in a confusing manner.
Type: Con 38. Which of the following was NOT one of the themes found by those who
Difficult reviewed Margaret Hagen’s book, Whores of the Court? (p. 35, Box 2-4)
A. Forensic clinical psychologists are not scientifically competent.
B. Forensic clinical psychologists are economically motivated.
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26
C. Forensic clinical psychologists are driven by missionary liberal motives.
D. Forensic psychologists are uninformed about legal procedure.*
Type: App 39. Which of the following is NOT a temptation of forensic psychology and a risk in
Difficult its use? (pp. 47-50)
A. Promising too much
B. Doing a cursory job
C. Maintaining a dual relationship and competing roles
D. Presenting ambiguous and irrelevant information*
Type: Con 40. The competency hearing of Florida death-row prisoner Alvin Ford,
Moderate described in Chapter 2, reflected which kind of temptation in forensic
psychology? (p. 49)
A. Promising too much
B. Doing a cursory job*
C. Maintaining dual relationships and competing roles
D. Presenting ambiguous and irrelevant information
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