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.     

The clinical vignette: Use in teaching and evaluation of group therapists

This paper describes the use of a written vignette as an aid in teaching group psychotherapy. Educators can determine in advance their expectations of the students' understanding of the vignette. Trainees evaluate the salient data, recognize patients' and therapist's contributions to the process, and conceptualize at three levels: intrapsychic, interpersonal and group-as-a-whole. This method supplements the usual training methods, and offers information about both the individual student and the entire class. This approach has an advantage of enabling educators to assess students in a relatively standardized fashion.     

Adaptive tuning of interlimb attraction to facilitate bimanual decoupling

Motor skills that require limbs to concurrently produce different spatiotemporal patterns are often quite difficult to learn. This article outlines a general strategy for training subjects to perform skills that require such disparate limb movements. The strategy is based on the notion that certain preferred movement patterns naturally emerge through the dynamics of the perceptual-motor system, even when quite different movements are intended. The training strategy proposes that the acquisition of relative motion patterns that diverge from preferred patterns can be facilitated by initially "tuning" system dynamics to reduce interlimb attraction. The schedule for the dynamical tuning is adopted from the adaptive training method previously applied to tracking tasks. Preliminary evidence is provided in support of this strategy for learning a bimanual task requiring both structural and metrical interlimb decoupling.     

Prompt comprehension in UNIX command production

We hypothesize that a cognitive analysis based on the construction-integration theory of comprehension (Kintsch, 1988) can predict what is difficult about generating complex composite commands in the UNIX operating system. We provide empirical support for assumptions of the Doane, Kintsch, and Polson (1989, 1990) construction-integration model for generating complex commands in UNIX. We asked users whose UNIX experience varied to produce complex UNIX commands, and then provided help prompts whenever the commands that they produced were erroneous. The help prompts were designed to assist subjects with respect to both the knowledge and the memory processes that our UNIX modeling efforts have suggested are lacking in less expert users. It appears that experts respond to different prompts than do novices. Expert performance is helped by the presentation of abstract information, whereas novice and intermediate performance is modified by presentation of concrete information. Second, while presentation of specific prompts helps less expert subjects, they do not provide sufficient information to obtain correct performance. Our analyses suggest that information about the ordering of commands is required to help the less expert with both knowledge and memory load problems in a manner consistent with skill acquisition theories.