Habla Ingles? The Effects of Language Translation on Simulated Juror Decisions1

Two studies were conducted in which college students, acting as simulated jurors, heard the testimony of a defendant in an assault case. The testimony was presented in English or in another language (Spanish in Study 1 and Thai in Study 2) which was translated into English by an interpreter. In Study 1, non-Hispanics judged the defendant to be more guilty than did Hispanics when the defendant's testimony was presented in Spanish than when it was presented in English. This bias was offset when the judge's instructions admonished the jurors to ignore the fact that the defendant's testimony was translated. Similarly, in Study 2, subjects (all non-Thai) judged the defendent more guilty when his testimony was presented in Thai than when it was presented in English. Again, this bias was eliminated by the judge's instructions to the jurors to ignore the fact that the testimony was translated. The increased guilty verdicts for defendants who did not testify in English appeared to be due to prejudice and language ethnocentrism, the belief that defendants in U.S. courts should speak English.     

Testifying on Eyewitness Reliability: Expert Advice Is Not Always Persuasive1

This study investigates the impact of different types of expert testimony regarding the unreliability of eyewitness identification. In two hypothetical court cases involving eyewitnesses, expert testimony was presented that was either sample-based (presenting the results of a research program on eyewitness identification) or person-based (presenting information about the particular eyewitness under consideration); the expert either offered causal explanations for his unreliability claim or failed to do so. Two additional control groups (with and without eye-witness identification) were not presented with any expert testimony. The results indicate that subjects who had been confronted with an expert statement made more lenient judgments about the offender but did not discount the eyewitness identification completely. Sample-based information had a moderate impact on the subjects' judgments, regardless of whether or not causal explanations were given. Person-based testimony was the most influential type of expert advice when a causal explanation was provided but the least influential one when no reasons were given. The practical (international differences in admissibility of expert testimony) and theoretical implications (processing of base-rate information) of these findings are discussed.     

The Cost of Detecting Deception: Judging Veracity Makes Eyewitnesses Remember a Suspect Less Accurately but With More Certainty

The current study extends previous research demonstrating the detrimental effects of divided attention during encoding on eyewitness memory. Previous data indicate that judging the veracity of a suspect causes witnesses to scrutinize him or her carefully and requires relatively high cognitive effort. We therefore hypothesized that performing this task while simultaneously observing the suspect should impair witnesses' memory for his or her appearance and message while ironically inflating their certainty and other testimony‐relevant judgments. Our results supported these predictions. Moreover, inducing witnesses to be suspicious about the suspect's truthfulness (Experiment 1) and motivating them to judge veracity as accurately as possible (Experiment 2) amplified the memory impairment effect and further increased several testimony‐relevant ratings. Additionally, compared with witnesses who incorrectly identified the suspect in a line‐up, those who made a correct decision expressed greater certainty about their line‐up accuracy and also provided higher ratings on some other testimony‐relevant measures. Copyright © 2013 John Wiley & Sons, Ltd.     

Gaze following among toddlers

Children's cooperative activities with their peers become markedly coordinated during the 3rd year of life. During these activities, the child needs to follow his/her peers’ gaze to objects, and look at the same objects to initiate coordinated action. Since 3-year-olds’ ability to follow their peers’ gaze has not been studied, we experimentally investigated this in our study. In the experimental trials, an experimenter induced a child (looker) to look at a doll on display, and observed the reaction of another child (follower) who was in front of the looker (and not looking at the doll). In the control trials, the experimenter displayed the doll in an identical manner when the follower was alone. The followers followed the gaze of the lookers, looking at the doll in approximately 90% of the experimental trials, compared with 20% of the control trials. These results indicate that 3-year-olds can follow their peers’ gaze.     

The Timing of the Defense Opening Statement: Don't Wait Until the Evidence Is in1

Defense attorneys often reserve their opening statements until after presentation of evidence by the prosecution, a practice advocated by some experts. The current study, involving 291 subjects, varied the timing of the defense attorney's opening statement so that it preceded the prosecutor's opening statement, immediately followed the prosecutor's opening statement, or was reserved until after the prosecutor's case presentation. The type of opening statement (content vs. noncontent) and the testimony (altered vs. unaltered) were varied for purposes of increasing generalization. Materials were based on an actual case of auto theft and were presented in written form complete with judge's instructions. The results showed that subjects perceived eyewitness testimony, the prosecutor's opening statement, the prosecutor's closing statement, the defense attorney's closing statement, and the effectiveness of the attorneys differently depending on the timing of the opening statement. Each of these items favored the defense more than the prosecution if the defense opening statement was earlier rather than later. These effects did not interact with type of opening statement or the testimony alteration variable. Individual verdicts, when weighted by the subjects' confidence in their verdicts, were also affected by the timing variable with verdicts more favorable to the defense when the defense opening statement was given earlier rather than later. The consistency with which the timing variable affected subjects' impressions suggests that defense attorneys who take their first opportunity to make an opening statement, rather than delay, end up with a stronger case for their client. Possible exceptions to this conclusion are discussed.     

Emotional Empathy in a Courtroom Simulation: A Person-Situation Interaction1

A pair of experiments were conducted using a simulated courtroom trial of a criminal case. In Experiment I subject-jurors were asked by defense counsel either to imagine themselves as the defendant (empathy-inducing appeal) or to pay close attention to evidence (nonempathy appeal). Later the judge delivered only general instructions or, in addition, charged jurors to give consideration only to the facts presented. When there was no Fact-focused judge's charge, juror-subjects who heard the empathy-inducing appeal rated the defendant's actions as more lawful and attributed less of the cause for the incident to his personality than did their counterparts in the nonempathy condition. Experiment II included individual differences in the tendency to empathize as an additional mediating variable. The original pattern of effects found for the manipulated variables in Experiment I appeared again, but were overshadowed by the stronger effects of the individual difference variable and of subject sex. Subject-jurors who scored high on the empathy individual difference measure rated the defendant less guilty, assigned less cause to him, and showed corresponding mood shifts when they heard the empathy-inducing appeal. In addition, male subjects empathized more strongly with the male defendant and viewed him more favorably.     

Can't stop believing: inhibitory control and resistance to misleading testimony

Why are some young children consistently willing to believe what they are told even when it conflicts with first‐hand experience? In this study, we investigated the possibility that this deference reflects an inability to inhibit a prepotent response. Over the course of several trials, 2.5‐ to 3.5‐year‐olds (N = 58) heard an adult contradict their report of a simple event they had both witnessed, and children were asked to resolve this discrepancy. Those who repeatedly deferred to the adult's misleading testimony had more difficulty on an inhibitory control task involving spatial conflict than those who responded more skeptically. These results suggest that responding skeptically to testimony that conflicts with first‐hand experience may be challenging for some young children because it requires inhibiting a normally appropriate bias to believe testimony.     

Limitations of gaze transfer: Without visual context,eye movements do not to help to coordinate joint action,whereas mouse movements do

Remote cooperation can be improved by transferring the gaze of one participant to the other. However, based on a partner's gaze, an interpretation of his communicative intention can be difficult. Thus, gaze transfer has been inferior to mouse transfer in remote spatial referencing tasks where locations had to be pointed out explicitly. Given that eye movements serve as an indicator of visual attention, it remains to be investigated whether gaze and mouse transfer differentially affect the coordination of joint action when the situation demands an understanding of the partner's search strategies. In the present study, a gaze or mouse cursor was transferred from a searcher to an assistant in a hierarchical decision task. The assistant could use this cursor to guide his movement of a window which continuously opened up the display parts the searcher needed to find the right solution. In this context, we investigated how the ease of using gaze transfer depended on whether a link could be established between the partner's eye movements and the objects he was looking at. Therefore, in addition to the searcher's cursor, the assistant either saw the positions of these objects or only a grey background. When the objects were visible, performance and the number of spoken words were similar for gaze and mouse transfer. However, without them, gaze transfer resulted in longer solution times and more verbal effort as participants relied more strongly on speech to coordinate the window movement. Moreover, an analysis of the spatio-temporal coupling of the transmitted cursor and the window indicated that when no visual object information was available, assistants confidently followed the searcher's mouse but not his gaze cursor. Once again, the results highlight the importance of carefully considering task characteristics when applying gaze transfer in remote cooperation.     

The Discrediting Effect in Eyewitness Testimony1

Loftus (1974) had subjects read summaries of criminal trials that contained the testimony of either credible or discredited prosecution eyewitnesses, and found no effect of discrediting an eyewitness. Instead, almost as many subjects voted guilty with a discredited eyewitness as with a credible eyewitness; this led Loftus to the conclusion that jurors tend to overbelieve eyewitness testimony. Loftus's conclusion was subsequently challenged by others who reported a strong discrediting effect. A series of three experiments using college students was conducted to explore the characteristics of trial summaries that might account for the discrepancy in results, such as inclusion of judicial instructions concerning proof beyond a reasonable doubt, or an eyewitness's reaffirmation of his testimony following discrediting. In all cases, a strong discrediting effect was found. Apparently the discrediting effect appears regardless of wide variation in content of trial summaries. The present data do not support the overbelief claim.     

The Impact of A Discredited Key Witness

An experiment was conducted in order to assess the impact of discredited testimony presented by a key witness in a court setting. One of two videotaped cases was presented to subjects who were asked to assume the role of jurors and to make judgments as to the defendant's liability on the basis of the evidence presented. The three possible effects of discredited testimony on judgments were examined: logic, overcorrection, and perseverance. Subjects dealt with discredited testimony logically, ignoring it, except in one version of one of the cases where the witness' discredited testimony constituted a false accusation. In this version, subjects overcorrected in their judgments.     

"You talkin' to me?" Self-relevant auditory signals influence perception of gaze direction

In humans, direct gaze typically signals a deliberate attempt to communicate with an observer. An auditory signal with similar signal value is calling someone's name. We investigated whether the presence of this personally relevant signal in the auditory modality would influence perception of another individual's gaze. Participants viewed neutral faces displaying different gaze deviations while hearing someone call their own name or the name of another person. Results were consistent with our predictions, as participants judged faces with a wider range of gaze deviations as looking directly at them when they simultaneously heard their own name. The influence of this personally relevant signal was present only at ambiguous gaze deviations; thus, an overall response bias to categorize gaze as direct when hearing one's own name cannot account for the results. This study provides the first evidence that communicative intent signaled via the auditory modality influences the perception of another individual's gaze.     

Infants' understanding of occlusion of others' line-of-sight: Implications for an emerging theory of mind

Infants' gaze following provides information about their understanding of others' perception and attention. Gaze following when the other looks in the presence (and absence) of visual obstacles can be especially informative. In the present study the gaze-following behaviour of 14- and 18-month-old infants was examined in opaque barrier, clear barrier, and non-barrier situations in order to investigate whether infants at this age understand the referential nature of looking. A hypothesis positing that infants grasp the referential nature of gaze would predict that infants would not follow gaze when the looker's gaze is blocked (as in an opaque barrier situation), but would follow gaze in both non-barrier and clear barrier situations. This hypothesis was contrasted with two other “leaner” interpretations predicting contrasting patterns of looking in the same situations. Results showed that both 18- and 14-month-old infants followed gaze as predicted by the richer, referential account.     

Infant Understanding of the Referential Nature of Looking

To determine whether infants follow the gaze of adults because they understand the referential nature of looking or because they use the adult turn as a predictive cue for the location of interesting events, the gaze-following behavior of 14- and 18-month-olds was examined in the joint visual attention paradigm under varying visual obstruction conditions: (a) when the experimenter's line of sight was obstructed by opaque screens (screen condition), (b) when the experimenter's view was not obstructed (no-screen condition), and (c) when the opaque screens contained a large transparent window (window condition). It was assumed that infants who simply use adult turns as predictive cues would turn equally in all 3 conditions but infants who comprehend the referential nature of looking would turn maximally when the experimenter's vision was not blocked and minimally when her vision was blocked. Eighteen-month-olds responded in accord with the referential position (turning much more in the no-screen and window conditions than in the screen condition). However, 14-month-olds yielded a mixed response pattern (turning less in the screen than the no-screen condition but turning still less in the window condition). The results suggest that, unlike 18-month-olds, 14-month-olds do not understand the intentional nature of looking and are unclear about the requirements for successful looking.     

How the Eyes Tell Lies: Social Gaze During a Preference Task

Social attention is thought to require detecting the eyes of others and following their gaze. To be effective, observers must also be able to infer the person's thoughts and feelings about what he or she is looking at, but this has only rarely been investigated in laboratory studies. In this study, participants' eye movements were recorded while they chose which of four patterns they preferred. New observers were subsequently able to reliably guess the preference response by watching a replay of the fixations. Moreover, when asked to mislead the person guessing, participants changed their looking behavior and guessing success was reduced. In a second experiment, naïve participants could also guess the preference of the original observers but were unable to identify trials which were lies. These results confirm that people can spontaneously use the gaze of others to infer their judgments, but also that these inferences are open to deception.     

The meaning of five patterns of gaze

Subjects had five encounters with trained confederates, who each displayed five patterns of gaze with different subjects, in a graeco-latin square design. The patterns of gaze were: Zero, looking while talking, looking while listening, normal and continuous. Two conditions were used: Subjects were either getting acquainted with the confederates or assessing them while they behaved in an ingratiating manner. Subjects and confederates were either both male or both female. Subjects rated the confederates on fifteen rating scales; a principle components analysis produced five main components, the first two being liking/evaluation and activity/potency. Gaze affected scores on these components as predicted: Ratings of liking/evaluation increased from zero gaze to normal and were lower for continuous — confirming the affiliative balance theory; and the more gaze the higher the ratings on activity/potency. The predicted effects of ingratiation on the interpretation of gaze were not obtained, though ingratiators were seen as less intelligent. Decoders responded to amount of gaze, and not to its relation to talking and listening.     

Preventing the Application of Stereotypic Biases in the Courtroom: The Role of Detailed Testimony1

To determine whether detailed testimony has equivalent effects on judgments of stereotyped and nonstereotyped defendants, subjects read a synopsis of a criminal court case in which the defendant either was a stereotyped offender or was not. Additionally, the degree of detail in the prosecution testimony and defense testimony was varied. Results indicated that defendant stereotypicality had a greater impact under conditions in which witnesses provided equal amounts of detail in their testimony. When witnesses differed in the degree of detail in their testimony, the stereotypicality of the defendant was disregarded and judgments favored the witness who provided greater detail. These findings suggest that stereotype application is not inevitable; rather, stereotypes may bias jurors' decision-making processes when the quality and quantity of the evidence does not easily lead to a confident judgment.     

Temporal Relationships Between Gaze and Vocal Behavior in Prelinguistic and Linguistic Communication

This work reports longitudinal evaluation of the temporal relationships between gaze and vocal behavior addressed to interactive partners (mother or experimenter) in a free-play situation. Thirteen children were observed at the ages of 1;0 and 1;8 during laboratory sessions, and video recordings of free-play interactions with mother and a female experimenter were coded separately for children's vocal behavior (vocalizations and words) and gaze toward their interactive partners. The difference between the observed and expected cooccurrence of these two communicative behaviors was evaluated by transformation into z-scores. The most important findings are related to differences in the temporal relationship observed at age 1;0 between gaze and vocalizations and at age 1;8 between gaze and words. At the earlier age, the infants who exhibited greater coordination between gaze and vocal behavior than was expected by chance (z-score > +1.96) preferred to look at the interlocutor at the beginning of the vocal turn. Instead, when they were older and began to produce words, they frequently looked at the interlocutor at the end of the vocal turn. These results are interpreted as referring to characteristics of conversational competence in the prelinguistic and linguistic periods. Moreover, looking at the interlocutor at the beginning of the vocal turn at age 1;0 was found to be related to language production at age 1:8, highlighting a significant relationship between conversational competence during the prelinguistic period and language acquisition.     

Deliberate real-time mood regulation in adulthood: The importance of age,fixation and attentional functioning

While previous research has linked executive attention to emotion regulation, the current study investigated the role of attentional alerting (i.e., efficient use of external warning cues) on younger (N=39) and older (N=44) adults’ use of gaze to regulate their mood in real time. Participants viewed highly arousing unpleasant images while reporting their mood and were instructed to deliberately manage how they felt and to minimise the effect of those stimuli on their mood. Fixations toward the most negative areas of the images were recorded with eye tracking. We examined whether looking less at the most negative regions, compared to each individual's own tendency, was a beneficial mood regulatory strategy and how it interacted with age and alerting ability. High alerting older adults, who rely more on external cues to guide their attention, experienced a smaller decline in mood over time by activating a less-negative-looking approach (compared to their own average tendency), effectively looking away from the most negative areas of the images. More negative gaze patterns predicted better mood for younger adults, though this effect decreased over time. Alerting did not moderate gaze–mood links in younger adults. Successful mood regulation may thus depend on particular combinations of age, fixation, and attention.