Improving the evaluation of eyewitness evidence in legal decision‐making: Testing an active versus passive teaching aid-Reference-Cited by-同舟云学术

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Improving the evaluation of eyewitness evidence in legal decision‐making: Testing an active versus passive teaching aid

Published:2022-04-05 Issue:3 Volume:36 Page:520-535
ISSN:0888-4080
Container-title:Applied Cognitive Psychology
language:en
Short-container-title:Applied Cognitive Psychology

Author:

Saraiva Renan¹^ORCID,Bertoldo Giulia²,Bjørndal Ludvig Daae³,Bunghez Cătălina⁴,Lofthus Ingvild Sandø³,McGill Lucy⁵,Richardson Stéphanie⁶,Stadel Marie⁷

Affiliation:

1. Department of Psychology University of Portsmouth Portsmouth UK

2. Department of Philosophy, Sociology, Education and Applied Psychology University of Padova Padua Italy

3. Department of Psychology University of Oslo Oslo Norway

4. Department of Psychology West University of Timisoara Timisoara Romania

5. Department of Psychology Trinity College Dublin Dublin Ireland

6. School of Psychology and Neuroscience University of St Andrews St Andrews UK

7. Department of Sociology University of Groningen Groningen The Netherlands

Funder

Association for Psychological Science

Publisher

Wiley

Subject

Arts and Humanities (miscellaneous),Developmental and Educational Psychology,Experimental and Cognitive Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/acp.3938

Reference48 articles.

1. American Psychological Association(2012).Brief for amicus curiae in support of petitioner. Perry v. New Hampshire No. 10‐8974 565 U.S.

2. Eyewitness memory is still not common sense: comparing jurors, judges and law enforcement to eyewitness experts

3. Norwegian judges’ knowledge of factors affecting eyewitness testimony: a 12-year follow-up

4. The perceived validity of eyewitness identification testimony: A test of the five Biggers criteria.

5. The damaging effect of confirming feedback on the relation between eyewitness certainty and identification accuracy.

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