THE ADVICE PARENTS GIVE THEIR CHILDREN DURING POLICE QUESTIONING

Legal Rights ◽

Future Research ◽

Legal Advice ◽

Extra Information ◽

Police Interviews ◽

Business As Usual ◽

Justice systems often assume that the participation of a trusted adult compensates for the developmental differences young people exhibit when understanding and applying their legal rights. We recruited a community sample of parents with children between the ages of 10-18 years to examine the advice they provided in hypothetical police questioning situations. All participants read scenarios where they imagined their child was being questioned by police, then selected the advice they would give their child. Participants were quasi randomly allocated to the Extra Information (EI) condition (n = 49) or the Business as Usual (BAU) condition (n = 56 ). Those allocated to the EI group watched a video which told them their child’s legal rights, explained these rights to them and explained their role as their child’s nominated person. Those allocated to the BAU group watched a video in which they were informed of their child’s legal rights. Parents then read more scenarios and asked what advice they would give their child. Pre-video advice was problematic with the optimum legal advice being provided 2.85% of the time, and participants advising their child to remain silent 13.57% of the time. Advice improved post-video in both groups, with the EI group improving slightly more than the BAU group. Overall, post-video advice to ‘remain silent’ increased significantly, and post-video advice to ‘tell the police everything’ decreased significantly. However, levels of optimum advice post-video remained low with just over half of participants being unable to provide the optimum legal advice for any of the post-video scenarios. Our results point to gaps in parents’ understanding of their children’s legal rights. This may prevent children from receiving the full benefit of the extra protections accorded to them by law. Future research should examine parents’ advice to their children in actual police interviews to establish the ecological validity of the current study.

THE ADVICE PARENTS GIVE THEIR CHILDREN DURING POLICE QUESTIONING

10.26686/wgtn.14390753 ◽

2021 ◽

Author(s):

Arran Milne

Keyword(s):

Ecological Validity ◽

Community Sample ◽

Legal Rights ◽

Future Research ◽

Legal Advice ◽

Extra Information ◽

Police Interviews ◽

Business As Usual ◽

The Advice Parents Give Their Children During Police Questioning

10.26686/wgtn.14390753.v2 ◽

2021 ◽

Author(s):

Arran Milne

Keyword(s):

Ecological Validity ◽

Community Sample ◽

Legal Rights ◽

Future Research ◽

Legal Advice ◽

Police Interviews ◽

Full Benefit ◽

Business As Usual ◽

Justice systems often assume that the participation of a trusted adult compensates for the developmental differences young people exhibit when understanding and applying their legal rights. We recruited a community sample of parents with children between the ages of 10-18 years to examine the advice they provided in hypothetical police questioning situations. All participants read scenarios where they imagined their child was being questioned by police, then selected the advice they would give their child. Participants were quasi randomly allocated to the Extra Information (EI) condition (n = 49) or the Business as Usual (BAU) condition (n = 56 ). Those allocated to the EI group watched a video which told them their child’s legal rights, explained these rights to them and explained their role as their child’s nominated person. Those allocated to the BAU group watched a video in which they were informed of their child’s legal rights. Parents then read more scenarios and asked what advice they would give their child. Pre-video advice was problematic with the optimum legal advice being provided 2.85% of the time, and participants advising their child to remain silent 13.57% of the time. Advice improved post-video in both groups, with the EI group improving slightly more than the BAU group. Overall, post-video advice to ‘remain silent’ increased significantly, and post-video advice to ‘tell the police everything’ decreased significantly. However, levels of optimum advice post-video remained low with just over half of participants being unable to provide the optimum legal advice for any of the post-video scenarios. Our results point to gaps in parents’ understanding of their children’s legal rights. This may prevent children from receiving the full benefit of the extra protections accorded to them by law. Future research should examine parents’ advice to their children in actual police interviews to establish the ecological validity of the current study.

5. Police questioning of suspects

10.1093/he/9780199675142.003.0005 ◽

2021 ◽

pp. 210-274

Author(s):

Lucy Welsh ◽

Layla Skinns ◽

Andrew Sanders

Keyword(s):

Due Process ◽

Crime Control ◽

Investigative Interviewing ◽

Legal Advice ◽

Police Interviews ◽

Right To Silence ◽

The Right ◽

This chapter examines the power of the police to question suspects, both in theory and in practice. It discusses the expanding powers of the police to interrogate, reflecting the drift from due process to crime control; the multiple aims of police interviews; the dwindling away of the right to silence, for example as a result of the introduction of adverse inferences and the ‘sidelining’ of legal advice; the (inadequate) regulation of interrogation, for example, through trial remedies founded on interviews being ‘unfair’ or ‘oppressive’ ; traditional police interview tactics; the development of investigative interviewing, based on the PEACE model; why the innocent confess and the role of coercion and suggestibility in this; and the need for a corroboration rule.

Behavioral measures of impulsivity and compulsivity in adolescents with nonsuicidal self-injury

CNS Spectrums ◽

10.1017/s1092852921000274 ◽

2021 ◽

pp. 1-9

Author(s):

Nina M. Lutz ◽

Samuel R. Chamberlain ◽

Ian M. Goodyer ◽

Anupam Bhardwaj ◽

Barbara J. Sahakian ◽

...

Keyword(s):

Decision Making ◽

Negative Binomial ◽

Community Sample ◽

Future Research ◽

Gambling Task ◽

Reversal Task ◽

Behavioral Measures ◽

Self Injury ◽

Neurocognitive Measures ◽

Nonsuicidal Self Injury

Abstract Background Nonsuicidal self-injury (NSSI) is prevalent among adolescents and research is needed to clarify the mechanisms which contribute to the behavior. Here, the authors relate behavioral neurocognitive measures of impulsivity and compulsivity to repetitive and sporadic NSSI in a community sample of adolescents. Methods Computerized laboratory tasks (Affective Go/No-Go, Cambridge Gambling Task, and Probabilistic Reversal Task) were used to evaluate cognitive performance. Participants were adolescents aged 15 to 17 with (n = 50) and without (n = 190) NSSI history, sampled from the ROOTS project which recruited adolescents from secondary schools in Cambridgeshire, UK. NSSI was categorized as sporadic (1-3 instances per year) or repetitive (4 or more instances per year). Analyses were carried out in a series of linear and negative binomial regressions, controlling for age, gender, intelligence, and recent depressive symptoms. Results Adolescents with lifetime NSSI, and repetitive NSSI specifically, made significantly more perseverative errors on the Probabilistic Reversal Task and exhibited significantly lower quality of decision making on the Cambridge Gambling Task compared to no-NSSI controls. Those with sporadic NSSI did not significantly differ from no-NSSI controls on task performance. NSSI was not associated with behavioral measures of impulsivity. Conclusions Repetitive NSSI is associated with increased behavioral compulsivity and disadvantageous decision making, but not with behavioral impulsivity. Future research should continue to investigate how neurocognitive phenotypes contribute to the onset and maintenance of NSSI, and determine whether compulsivity and addictive features of NSSI are potential targets for treatment.

Combining Virtual Reality and Organizational Neuroscience for Leadership Assessment

Applied Sciences ◽

10.3390/app11135956 ◽

2021 ◽

Vol 11 (13) ◽

pp. 5956

Author(s):

Elena Parra ◽

Irene Alice Chicchi Giglioli ◽

Jestine Philip ◽

Lucia Amalia Carrasco-Ribelles ◽

Javier Marín-Morales ◽

...

Keyword(s):

Machine Learning ◽

Eye Tracking ◽

Ecological Validity ◽

Objective Assessment ◽

Leadership Skills ◽

Three Dimensional ◽

Machine Learning Techniques ◽

Future Research ◽

Promising Tool ◽

Future Research Agenda

In this article, we introduce three-dimensional Serious Games (3DSGs) under an evidence-centered design (ECD) framework and use an organizational neuroscience-based eye-tracking measure to capture implicit behavioral signals associated with leadership skills. While ECD is a well-established framework used in the design and development of assessments, it has rarely been utilized in organizational research. The study proposes a novel 3DSG combined with organizational neuroscience methods as a promising tool to assess and recognize leadership-related behavioral patterns that manifest during complex and realistic social situations. We offer a research protocol for assessing task- and relationship-oriented leadership skills that uses ECD, eye-tracking measures, and machine learning. Seamlessly embedding biological measures into 3DSGs enables objective assessment methods that are based on machine learning techniques to achieve high ecological validity. We conclude by describing a future research agenda for the combined use of 3DSGs and organizational neuroscience methods for leadership and human resources.

It’s Time to Change Direction on Agility Research: a Call to Action

Sports Medicine - Open ◽

10.1186/s40798-021-00304-y ◽

2021 ◽

Vol 7 (1) ◽

Author(s):

Warren Young ◽

Russell Rayner ◽

Scott Talpey

Keyword(s):

Ecological Validity ◽

Primary Outcome Measure ◽

Future Research ◽

Call To Action ◽

Change Of Direction ◽

Movement Component ◽

Research Questions ◽

Action Coupling ◽

Perception Action ◽

Opinion Article

AbstractAgility is an important skill for both attackers and defenders in invasion sports such as codes of football. On the sporting field, agility requires reacting to a stimulus, often presented by an opponent’s movement, before a change of direction or speed. There is a plethora of research that examines the movement component of agility in isolation, which is described as change-of-direction (COD) ability, and this is thought to underpin agility performance. This opinion article proposes that COD ability should not be researched as the only or primary outcome measure when the objective is to inform agility performance in invasion sports. It is argued that pre-planned COD movements and tests lack ecological validity because they lack perception-action coupling and involve movement out of context from the game. The movement techniques and strength qualities required for the performance of COD tests can be quite different to those required for agility. It is suggested that COD tests can be applied to sports that involve pre-planned COD movements, but researchers should endeavour to use agility tests when studying invasion sports. Some new methods for assessing one-on-one agility contests are reported as potentially valuable for future research, and examples of research questions are provided.

Influence of Writing Instruction on Spanish Heritage Learners in Heritage-Only and Mixed Courses: A Longitudinal Study

Languages ◽

10.3390/languages6020109 ◽

2021 ◽

Vol 6 (2) ◽

pp. 109

Author(s):

Irati Hurtado ◽

Kacie Gastañaga

Keyword(s):

Longitudinal Study ◽

Language Learners ◽

Writing Development ◽

Future Research ◽

Heritage Language Learners ◽

Heritage Learners ◽

Composition Course ◽

Lexical Density ◽

Final Essay

University Spanish courses designed specifically for heritage language learners (HLLs) are becoming more common, and researchers have indicated that empirical research is needed to evaluate their effectiveness. This longitudinal study investigates the writing development of 24 HLLs as a result of instruction over the course of the semester. Nine were enrolled in a heritage-only section of a Spanish composition course, and the remainder were from mixed HL/L2 sections of the same course. Both section types were taught online. The major assignments the students produced were two 500-word essays, and students also completed bi-weekly forum posts. We examined the development of lexical density, sophistication, and diversity as well as syntactic complexity and accuracy by comparing each student’s first and final essay and forum posts. Findings indicate that there were significant differences between the scores received on the forum posts in comparison to the essays. However, there were no significant developmental differences in terms of group. Implications, avenues for future research, and pedagogical suggestions are discussed.

A Review of Remote Sensing Image Dehazing

Sensors ◽

10.3390/s21113926 ◽

2021 ◽

Vol 21 (11) ◽

pp. 3926

Author(s):

Juping Liu ◽

Shiju Wang ◽

Xin Wang ◽

Mingye Ju ◽

Dengyin Zhang

Keyword(s):

Remote Sensing ◽

Data Driven ◽

Future Research ◽

Research Focus ◽

Image Dehazing ◽

Surface Information ◽

Haze Removal ◽

Advantages And Disadvantages ◽

Extra Information ◽

Removal Technique

Remote sensing (RS) is one of the data collection technologies that help explore more earth surface information. However, RS data captured by satellite are susceptible to particles suspended during the imaging process, especially for data with visible light band. To make up for such deficiency, numerous dehazing work and efforts have been made recently, whose strategy is to directly restore single hazy data without the need for using any extra information. In this paper, we first classify the current available algorithm into three categories, i.e., image enhancement, physical dehazing, and data-driven. The advantages and disadvantages of each type of algorithm are then summarized in detail. Finally, the evaluation indicators used to rank the recovery performance and the application scenario of the RS data haze removal technique are discussed, respectively. In addition, some common deficiencies of current available methods and future research focus are elaborated.

Rape Disclosure and Depression Among Community Women: The Mediating Roles of Shame and Experiential Avoidance

Violence Against Women ◽

10.1177/1077801218811683 ◽

2018 ◽

Vol 25 (10) ◽

pp. 1226-1242 ◽

Cited By ~ 1

Author(s):

Prachi H. Bhuptani ◽

Julia S. Kaufman ◽

Terri L. Messman-Moore ◽

Kim L. Gratz ◽

David DiLillo

Keyword(s):

Depressive Symptoms ◽

Experiential Avoidance ◽

Community Sample ◽

Future Research ◽

Victim Blaming ◽

Negative Outcomes ◽

Clinical Interventions ◽

Rape Survivors

Many women who disclose a rape encounter victim-blaming responses, which are associated with negative outcomes. The present study examined rape-related shame and experiential avoidance as mediators of the relation between victim-blaming responses to rape disclosure and depression among 103 rape survivors drawn from a community sample. Results revealed that victim-blaming responses were positively associated with depressive symptoms through rape-related shame and experiential avoidance, and shame was indirectly related to depression via avoidance. Findings suggest clinical interventions should focus on rape-related shame and experiential avoidance in targeting depression among rape survivors, and future research should continue to examine how victim-blaming responses to rape disclosure may be related to these factors.

ROLE OF TEAMWORK FOR ACTIVE LEARNING IN ELECTRICAL ENGINEERING EDUCATION

journal of Original Studies ◽

10.47243/jos.1.1.01 ◽

2020 ◽

pp. 1-14

Author(s):

Hale BÜTÜN BAYRAM ◽

Erhan BÜTÜN

Keyword(s):

Engineering Education ◽

Future Research ◽

Future Design ◽

Class Time ◽

Extra Information ◽

Electrical Engineering Education ◽

Laboratory Manuals ◽

Higher Order Learning ◽

Clear Idea

In engineering education, a project can rarely be completed without the involved students having to read extensively and search for extra information not available in their textbooks, lecture notes, or laboratory manuals. Students have to find extra information for their research-projects and combine them with their knowledge from the other courses. This important objective opens students’ eyes to the realization that the degree by which they have digested the fundamental ideas of their core lessons will dictate their ability to access more knowledge because they appear to face paradoxes when confronting new situations. The merits of teamwork have been sacrificed for the sake of giving the student a very clear idea of the meaning of scientific research and significance of published material. It is expected to aid the student in a future research-oriented career. Teamwork will increase the amount of time spent on out-of-class learning as defined by the student, can be more effective than in-class time, particularly if the focus is learning on higher order learning. The authors believe that the student will be sufficiently exposed to teamwork values during their future design projects.