Low-intensity community supervision for low-risk offenders: a randomized,controlled trial

The Philadelphia Low-Intensity Community Supervision Experiment provides evidence on the effects of lowering the intensity of community supervision with low-risk offenders in an urban, US county community corrections agency. Using a random forests forecasting model for serious crime based on Berk et al. Journal of the Royal Statistical Society, Series A, 172(Part 1), 191–211, 2009, 1,559 low-risk offenders were identified and randomly assigned to either standard or reduced frequency of mandatory office visits. Treatment as assigned was substantially delivered at 4.5 probation visits per year versus 2.4, for as long as offenders remained on active probation or parole. In a one-year follow-up for all cases, outcomes examined were the prevalence, frequency, seriousness and time-to-failure of arrests for new crimes committed after random assignment was implemented. No significant differences (p = .05) in outcomes were found between standard and low-intensity groups. Non-significant differences for offense seriousness favored the low-intensity group. We conclude that lower-intensity supervision at the tested level of dosage can allow fewer officers to supervise low-risk offenders in the community without evidence of increased volume or seriousness of crime.     

Investigating Investigators: How Presentation Order Influences Participant–Investigators’ Interpretations of Eyewitness Identification and Alibi Evidence

Presentation order of ID and Alibi evidence was manipulated for undergraduate participants who conducted a simulated police investigation. Experiment 1 found a recency effect when an eyewitness rejected the investigator’s suspect. Experiment 2 also examined order effects, exploring how participant–investigators evaluated alibi information in addition to eyewitness ID information. When investigators saw the witness identify the suspect but also received a strong alibi for that suspect a recency effect occurred, such that whichever piece of information occurred at the end of the procedure had the strongest impact on investigators. Thus, type of evidence and evidence order both had a dramatic influence on participant–investigators’ decisions.     

Children's Lie-Telling to Conceal a Parent's Transgression: Legal Implications

Children's lie-telling behavior to conceal the transgression of a parent was examined in 2 experiments. In Experiment 1 (N = 137), parents broke a puppet and told their children (3-11-year-olds) not to tell anyone. Children answered questions about the event. Children's moral understanding of truth- and lie-telling was assessed by a second interviewer and the children then promised to tell the truth (simulating court competence examination procedures). Children were again questioned about what happened to the puppet. Regardless of whether the interview was conducted with their parent absent or present, most children told the truth about their parents' transgression. When the likelihood of the child being blamed for the transgression was reduced, significantly more children lied. There was a significant, yet limited, relation between children's lie-telling behavior and their moral understanding of lie- or truth-telling. Further, after children were questioned about issues concerning truth- and lie-telling and asked to promise to tell the truth, significantly more children told the truth about their parents' transgression. Experiment 2 (N = 64) replicated these findings, with children who were questioned about lies and who then promised to tell the 'truth more likely to tell the truth in a second interview than children who did not participate in this procedure before questioning. Implications for the justice system are discussed.     

Methodological and ethical issues in child abuse research

The child abuse literature was surveyed but found lacking in analyses of fundamental ethical and procedural issues. The present paper, supported by a review of the relevant research, explores the problems surrounding the definition of physical child abuse, the gender and recruitment of subjects, the use of informed consent and deception, and the problem of maintaining confidentiality in this area. Greater detail in reporting of methods employed by researchers is recommended as an important first step to expanding discussion of these issues.     

Children’s Susceptibility to Misidentifying a Familiar Bystander From a Lineup: When Younger is Better

Children from 5 to 12 years of age (N=779) were shown a videotape where a preschool teacher has money stolen from her wallet. Children were shown a lineup, and for children in the bystander condition, the lineup contained a familiar bystander without the thief. Children in the control condition viewed the same lineup but they had not seen the bystander in the videotape. Among the 11–12-year olds, participants in the bystander condition were significantly more likely than control participants to misidentify the familiar bystander. This effect was not found in children from 5 to 10 years of age. When children in the control condition were shown a lineup that contained the thief without the bystander, the 11–12-year olds were significantly more likely than the younger children to correctly identify the thief. These findings demonstrate that age can both increase and decrease the accuracy of children’s lineup identification accuracy depending on the task at hand and the content of a lineup.     

Children's Conceptual Knowledge of Lying and Its Relation to Their Actual Behaviors: Implications for Court Competence Examinations

Child witnesses must undergo a competence examination in which they must show appropriate conceptual understanding of lying and truth-telling, and promise to tell the truth. Three experiments (Ns = 123, 103, 177) were conducted to address the assumptions underlying the court competence examination that (1) children who understand lying and its moral implications are less likely to lie and (2) discussing the conceptual issues concerning lying and having children promising to tell the truth promotes truth-telling. Both measures of lying and understanding of truth- and lie-telling were obtained from children between 3 and 7 years of age. Most children demonstrated appropriate conceptual knowledge of lying and truth-telling and the obligation to tell the truth, but many of the same children lied to conceal their own transgression. Promising to tell the truth significantly reduced lying. Implications for legal systems are discussed.