| Abstract: | This study examined whether mock‐jurors' comprehension of judicial self‐defence instructions improved when an audio‐visual instructional format involving computer animations and a flow chart was used. In a mock‐juror paradigm, 90 law students (experts) and 90 legally untrained adults (novices) were randomly allocated to one of three instructional conditions (audio, audio‐elaborated, audio‐visual). Dependent measures of self‐defence comprehension included verdict delivery, multiple‐choice (recognition), paraphrasing (recall) and novel scenarios (transfer). Law students performed better on self‐defence comprehension tests than novices in the audio‐only conditions. The audio‐visual format significantly enhanced novices' comprehension, with their comprehension scores matching those of law students. Copyright © 2004 John Wiley & Sons, Ltd. |
