Effects of inconsistent eyewitness statements on mock-jurors' evaluations of the eyewitness,perceptions of defendant culpability and verdicts

In attempting to discredit an eyewitness, it is a common strategy for an attorney to highlight inconsistencies in the eyewitness's recall testimony during cross-examination and encourage the jurors to infer, based on those inconsistencies, that the eyewitness's memory is faulty. An experiment was conducted to examine the effectiveness of this cross-examination strategy. Subjects viewed a simulated cross-examination and rendered judgmenets about the eyewitness and defendant. The type of inconsistent testimony was manipulated between subjects. Subjects exposed to inconsistent recall testimony about either central or peripheral details perceived the eyewitness as less credible (as evidenced by ratings on multiple dimensions) and the defendant as less culpable. Inconsistency on central details led to fewer convictions. Results point to the effectiveness of this cross-examination strategh.     

The determination of glyoxalase I phenotypes in human bloodstains

A method is described for the determination of glyoxalase I phenotypes in liquid blood and dry bloodstains. The frequencies of glyoxalase I phenotypes in various populations of S.E. England are included.     

Self-disclosure: Implications for the study of parent-adolescent interaction

Self-disclosure is a process by which persons make themselves known to each other. As such, it is an integral part of the family interaction process. In families in which adolescents are present, interaction may change as a result of changes in degree, topic, or rate of self-disclosure. Self-disclosure of adolescents and parents may change as a result of adolescent development, specifically changes in cognitive and physical development and self-concept. Implications of changes in self-disclosure are discussed in relation to parent-adolescent interaction.Received M.S. from Winthrop College, Rock Hill, S.C. Major research interests include parent-adolescent interaction and adolescent development.     

Varieties of women's studies

The distinction between ‘autonomous’ Women's Studies programs and ‘integrationist’ projects as adumbrated by Bowles and Duelli Klein is a false one; in fact, this is all part of the same work. Several factors (funding sources, publicity, terminology, administrators' attitudes and the relationship of curriculum change programs to the disciplines) have made it seem as though these are different kinds of work. This paper argues that we should try to see our varied efforts as complementary and some of our differences as due to necessary strategic choices.