| |
| |
| List of case studies | |
| |
| |
| Acknowledgements | |
| |
| |
| Foreword | |
| |
| |
| |
| Psycholegal Research: An Introduction | |
| |
| |
| Introduction: development of the psycholegal field | |
| |
| |
| |
| Bridging the gap between psychology and law: why it has taken so long | |
| |
| |
| |
| Remaining difficulties | |
| |
| |
| |
| Grounds for optimism | |
| |
| |
| |
| Psychology and law in Australia | |
| |
| |
| |
| Conclusions | |
| |
| |
| |
| The book's structure, focus and aim | |
| |
| |
| Revision questions | |
| |
| |
| Additional reading | |
| |
| |
| |
| Eyewitnesses: Key Issues and Event Characteristics | |
| |
| |
| Introduction | |
| |
| |
| |
| Legal aspects of eyewitness testimony | |
| |
| |
| |
| Characteristics of human attention, perception and memory | |
| |
| |
| |
| Eyewitness testimony research: methodological considerations | |
| |
| |
| |
| Variables in the study of eyewitness memory | |
| |
| |
| |
| Variables that impact on eyewitnesses' testimony accuracy | |
| |
| |
| Conclusions | |
| |
| |
| Revision questions | |
| |
| |
| Additional reading | |
| |
| |
| |
| Eyewitnesses: The Perpetrator and Interviewing | |
| |
| |
| Introduction | |
| |
| |
| |
| Witness characteristics | |
| |
| |
| |
| Perpetrator variables | |
| |
| |
| |
| Interrogational variables | |
| |
| |
| |
| Misinformation due to source monitoring error | |
| |
| |
| |
| Repressed or false-memory syndrome? | |
| |
| |
| |
| Interviewing eyewitnesses effectively | |
| |
| |
| Conclusions | |
| |
| |
| Revision questions | |
| |
| |
| Additional reading | |
| |
| |
| |
| Children as Witnesses | |
| |
| |
| Introduction | |
| |
| |
| |
| Legal aspects of children as witnesses | |
| |
| |
| |
| Evaluations of the ‘live link’/closed-circuit television | |
| |
| |
| |
| Child witnesses and popular beliefs about them | |
| |
| |
| |
| Children's remembering ability | |
| |
| |
| |
| Deception in children | |
| |
| |
| |
| Factors that impact on children's testimony | |
| |
| |
| |
| Enhancing children's testimony | |
| |
| |
| |
| Interviewing children in sexual abuse cases | |
| |
| |
| |
| Body maps and interviewing children | |
| |
| |
| |
| Anatomical dolls and interviewing children | |
| |
| |
| Conclusions | |
| |
| |
| Revision questions | |
| |
| |
| Additional reading | |
| |
| |
| |
| The Jury | |
| |
| |
| Introduction | |
| |
| |
| |
| A jury of twelve: historical background | |
| |
| |
| |
| The notion of an impartial and fair jury: a critical appraisal | |
| |
| |
| |
| Methods for studying juries/jurors | |
| |
| |
| |
| What do we know about juries? | |
| |
| |
| |
| Defendant characteristics | |
| |
| |
| |
| Victim/plaintiff characteristics | |
| |
| |
| |
| Interaction of defendant and victim characteristics | |
| |
| |
| |
| Lawyer and judge characteristics | |
| |
| |
| |
| Hung juries | |
| |
| |
| |
| Models of jury decision-making | |
| |
| |
| |
| Reforming the jury to remedy some of its problems | |
| |
| |
| |
| Alternatives to trial by jury | |
| |
| |
| Conclusions | |
| |
| |
| Revision questions | |
| |
| |
| Additional reading | |
| |
| |
| |
| Sentencing as a Human Process, Victims, and Restorative Justice | |
| |
| |
| Introduction | |
| |
| |
| |
| Disparities in sentencing | |
| |
| |
| |
| Studying variations in sentencing | |
| |
| |
| |
| Some extralegal factors that influence sentences | |
| |
| |
| |
| Models of judicial decision-making | |
| |
| |
| |
| Victims | |
| |
| |
| |
| Restorative justice | |
| |
| |
| Conclusions | |
| |
| |
| Revision questions | |
| |
| |
| Additional reading | |
| |
| |
| |
| The Psychologists as Expert Witnesses | |
| |
| |
| Introduction | |
| |
| |
| |
| Five rules for admitting expert evidence | |
| |
| |
| |
| United States | |
| |
| |
| |
| England and Wales | |
| |
| |
| |
| Australia, New Zealand and Canada | |
| |
| |
| |
| The impact of expert testimony by psychologists | |
| |
| |
| |
| Appearing as expert witnesses | |
| |
| |
| Conclusions | |
| |
| |
| Revision questions | |
| |
| |
| Additional reading | |
| |
| |
| |
| Detecting Deception | |
| |
| |
| Introduction | |
| |
| |
| |
| Paper-and-pencil tests | |
| |
| |
| |
| The social psychological approach | |
| |
| |
| |
| Paradigms used to study deception-detection | |
| |
| |
| |
| Deception-detection accuracy | |
| |
| |
| |
| Expert lie-detectors: how accurate? | |
| |
| |
| |
| Computerised lie-detection | |
| |
| |
| |
| Physiological and neurological correlates of deception | |
| |
| |
| |
| Brainwaves as indicators of deceitful communication | |
| |
| |
| |
| Stylometry | |
| |
| |
| |
| Statement reality/validity analysis (SVA) | |
| |
| |
| |
| Reality monitoring | |
| |
| |
| |
| Scientific content analysis | |
| |
| |
| Conclusions | |
| |
| |
| Revision questions | |
| |
| |
| Additional reading | |
| |
| |
| |
| Witness Recognition Procedures | |
| |
| |
| Introduction | |
| |
| |
| |
| Identification test medium | |
| |
| |
| |
| Person identification from photographs | |
| |
| |
| |
| Show-ups/witness confrontations | |
| |
| |
| |
| Group identification | |
| |
| |
| |
| Identification parades/line-ups | |
| |
| |
| |
| Identification from video footage and CCTV | |
| |
| |
| |
| Facial composites | |
| |
| |
| |
| Voice identification | |
| |
| |
| Conclusions | |
| |
| |
| Revision questions | |
| |
| |
| Additional reading | |
| |
| |
| |
| Psychology and the Police | |
| |
| |
| Introduction | |
| |
| |
| |
| Selection | |
| |
| |
| |
| Predicting success within the force | |
| |
| |
| |
| Encounters with the public | |
| |
| |
| |
| Prejudice and discrimination | |
| |
| |
| |
| Stress | |
| |
| |
| |
| Questioning suspects | |
| |
| |
| |
| False confessions | |
| |
| |
| |
| Profiling offenders | |
| |
| |
| |
| Psychology of terrorism | |
| |
| |
| Conclusions | |
| |
| |
| Revision questions | |
| |
| |
| Additional reading | |
| |
| |
| |
| Conclusions | |
| |
| |
| Notes | |
| |
| |
| References | |
| |
| |
| Index | |