The effect of biased lineup instructions on eyewitness identification confidence

Although it is well‐known that biased lineup instructions (i.e., those that do not inform witnesses the perpetrator may not be in the lineup) inflate false identifications, their effects on witness confidence are less well understood due to methodological limitations of past studies. We report two studies that use novel methodologies to obviate these limitations. Study 1 (N = 177) demonstrated that biased lineup instructions increased witnesses' average estimates of the likelihood that a lineup member is guilty. Study 2 (N = 137) introduces a novel debiasing paradigm that allows a parsing of choosers into those who made an identification only because of the biased instructions (induced choosers), and those who would have chosen despite the instructions (inherent choosers). Biased lineup instructions inflated confidence only among induced choosers, but not among inherent choosers. Contrary to legal reasoning, witness confidence is an insufficient metric to determine the suggestiveness of biased instructions.     

Risky decision-making in children with and without ADHD: A prospective study

Learning from past decisions can enhance successful decision-making. It is unclear whether difficulties in learning from experience may contribute to risky decision-making, which may be altered among individuals with attention-deficit/hyperactivity disorder (ADHD). This study follows 192 children with and without ADHD aged 5 to 10 years for approximately 2.5 years and examines their risky decision-making using the Balloon Emotional Learning Task (BELT), a computerized assessment of sequential risky decision-making in which participants pump up a series of virtual balloons for points. The BELT contains three task conditions: one with a variable explosion point, one with a stable and early explosion point, and one with a stable and late explosion point. These conditions may be learned via experience on the task. Contrary to expectations, ADHD status was not found to be related to greater risk-taking on the BELT, and among younger children ADHD status is in fact associated with reduced risk-taking. In addition, the typically-developing children without ADHD showed significant learning-related gains on both stable task conditions. However, the children with ADHD demonstrated learning on the condition with a stable and early explosion point, but not on the condition with the stable and late explosion point, in which more pumps are required before learning when the balloon will explode. Learning during decision-making may be more difficult for children with ADHD. Because adapting to changing environmental demands requires the use of feedback to guide future behavior, negative outcomes associated with childhood ADHD may partially reflect difficulties in learning from experience.     

A comparison of serial order short-term memory effects across verbal and musical domains

Recent studies suggest that the mechanisms involved in the short-term retention of serial order information may be shared across short-term memory (STM) domains such as verbal and visuospatial STM. Given the intrinsic sequential organization of musical material, the study of STM for musical information may be particularly informative about serial order retention processes and their domain-generality. The present experiment examined serial order STM for verbal and musical sequences in participants with no advanced musical expertise and experienced musicians. Serial order STM for verbal information was assessed via a serial order reconstruction task for digit sequences. In the musical domain, serial order STM was assessed using a novel melodic sequence reconstruction task maximizing the retention of tone order information. We observed that performance for the verbal and musical tasks was characterized by sequence length as well as primacy and recency effects. Serial order errors in both tasks were characterized by similar transposition gradients and ratios of fill-in:infill errors. These effects were observed for both participant groups, although the transposition gradients and ratios of fill-in:infill errors showed additional specificities for musician participants in the musical task. The data support domain-general serial order STM effects but also suggest the existence of additional domain-specific effects. Implications for models of serial order STM in verbal and musical domains are discussed.     

A New Model for Social Justice Supervision

Social justice supervision honors the identities of the supervisee and the client, teaches social justice skills to the supervisee, and prioritizes social justice counseling outcomes in the supervisee's counseling work. The purpose of this article is to describe a comprehensive model for social justice supervision that mandates supervisor self‐evaluation, explores supervisees' identities and strengths, emphasizes the social justice needs of clients, and uses social justice outcomes for clients as a measure of counseling success. Implications are explored.     

The Obligation to Know: Information and the Burdens of Citizenship

Contemporary persons are daily confronted with enormous quantities of information, some of which reveal causal connections between their actions and harm that is visited upon distant others. Given their limited cognitive and information processing capacities, persons cannot reasonably be expected to respond to every cry for help or call to action, but neither can they defensibly refuse to hear and reflect upon any of them. Persons have a limited obligation to know, I argue, which requires that they inform themselves and others about their role in harmful social practices, with a view toward challenging the norms that sustain such practices. In this paper, I explore this obligation to know, and the related idea of excusable ignorance, offering accounts of the epistemic burden that it entails for persons in their capacities as citizens and in the context of global climate change and of reproach as a potentially effective tool for rectifying rather than excusing ignorance.     

The Kurt Cobain Suicide Crisis: Perspectives from Research,Public Health,and the News Media

The suicide of rock star Kurt Cobain in 1994 raised immediate concerns among suicidologists and the public at large about the potential for his death to spark copycat suicides, especially among vulnerable youth. The Seattle community, where Cobain lived and died, was especially affected by his sudden death. An overview of Cobain's life and death is presented and various crisis center and community-based interventions that occurred are discussed. Preliminary data collected from the Seattle Medical Examiner's Office and from the Seattle Crisis Center to assess the potential impact of Cobain's death on completed suicides and the incidence of suicide crisis calls are presented. The data obtained from the Seattle King County area suggest that the expected “Werther effect” apparently did not occur, but there was a significant increase in suicide crisis calls following his death. It is hypothesized that the lack of an apparent copycat effect in Seattle may be due to various aspects of the media coverage, the method used in Cobain's suicide, and the crisis center and community outreach interventions that occurred. The Cobain suicide and the role of media influence on copycat suicides are further discussed in commentaries from public health and news media perspectives.