scholarly journals The Interactive Effects of Race and Expert Testimony on Jurors’ Perceptions of Recanted Confessions

2021 ◽  
Vol 12 ◽  
Author(s):  
Logan Ewanation ◽  
Evelyn M. Maeder
Keyword(s):  
Expert Testimony ◽  
Significant Interaction ◽  
Interactive Effects ◽  
Community Members ◽  
Full Sample ◽  
Relevant Evidence ◽  
Trial Transcript ◽  
Murder Trial ◽  
Main Effects

We examined the effect of defendant race and expert testimony on jurors’ perceptions of recanted confessions. Participants (591 jury-eligible community members) read a first-degree murder trial transcript in which defendant race (Black/White) and expert testimony (present/absent) were manipulated. They provided verdicts and answered questions regarding the confession and expert testimony. When examining the full sample, we observed no significant main effects or interactions of defendant race or expert testimony. When exclusively examining White participants, we observed a significant interaction between expert testimony and defendant race on verdicts. When the defendant was White, there was no significant effect of expert testimony, but when the defendant was Black, jurors were significantly more likely to acquit when given expert testimony. These findings support the watchdog hypothesis, such that White jurors are more receptive to legally relevant evidence when the defendant is Black.

Separate Room Testing Accommodations for Students With and Without ADHD

2018 ◽  
Vol 37 (7) ◽  
pp. 852-862 ◽  
Author(s):  
Benjamin J. Lovett ◽  
Lawrence J. Lewandowski ◽  
Lindsey Carter
Keyword(s):  
Test Performance ◽  
Significant Interaction ◽  
Testing Accommodations ◽  
Hyperactivity Disorder ◽  
Level Data ◽  
Parallel Forms ◽  
Performance Patterns ◽  
Students With Adhd ◽  
Main Effects ◽  
Separate Room

Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with ( n = 27) and without ( n = 42) ADHD diagnoses were administered two parallel forms of a timed silent reading comprehension test, one in a classroom with other students, and one in a private, proctored setting. A two-way analysis of variance found no significant main effects for either ADHD status or test setting on performance, and no significant interaction between the factors either. However, inspection of student-level data and exploration of continuous relationships between self-reported ADHD symptoms and test performance patterns suggested that separate room accommodations may be beneficial for a subgroup of students with ADHD.

Effects of Ethnicity in Attitudes toward Writing

1993 ◽  
Vol 72 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Ruth E. Knudson
Keyword(s):  
School Districts ◽  
Significant Interaction ◽  
Hispanic Students ◽  
Asian Students ◽  
Older Students ◽  
Attitudes Toward Writing ◽  
Competing Hypotheses ◽  
Anglo American ◽  
Main Effects

The purpose of this study was to assess the effects of ethnicity (as culture) on attitudes toward writing of students in Grades 4 to 8. A 19-item survey was administered to 1798 students in Grades 4 to 8 in ten schools in three school districts. There was no significant effect of ethnicity on the Total score, but there were significant main effects for grade and for gender and a significant interaction only for ethnicity by grade. Follow-up of significant main effects using Scheffé tests indicated that older students have higher scores than younger ones, suggesting their attitudes are less positive and girls have lower scores than boys, indicating their attitudes are more positive. The interaction of ethnicity by grade points to a pattern of Anglo-American and Hispanic students having higher (less positive) scores at each grade. This pattern is similar for black and Asian students, but in Grade 7 black and Asian students have lower scores than those in Grade 6. Competing hypotheses to explain the main effects are discussed. Results of analyses of the three factors reported in the development of this instrument in addition to the analysis of the total score are also discussed.

The Roles of Disliking, Deservingness, and Envy in Predicting Schadenfreude

2020 ◽  
pp. 003329412092135
Author(s):  
Keegan D. Greenier
Keyword(s):  
Pilot Study ◽  
Interactive Effects ◽  
Large Pool ◽  
Single Study ◽  
Benign Envy ◽  
Main Effects ◽  
First Time

Schadenfreude (pleasure about another’s misfortune) was studied using written scenarios that were manipulated to include elements that elicited disliking of the target, envy of the target, and/or deservingness of the misfortune. This was the first time all the three predictors were included in a single study, allowing for a test of their possible interactive effects. Study 1 created a large pool of scenarios based on a pilot study and had participants rate them regarding how much disliking, deservingness, or envy was felt. The eight scenarios that were most effective in eliciting the various combinations of predictors were then used in Study 2 to test for schadenfreude reactions. Results revealed strong main effects for disliking and deservingness. Interactions showed that disliking attenuated the effect of deservingness, especially for female participants. Finally, further evidence was found that malicious but not benign envy predicted schadenfreude.

The Interactive Effects of Intensity and Direction of Cognitive and Somatic Anxiety and Self-Confidence upon Performance

1996 ◽  
Vol 18 (3) ◽  
pp. 296-312 ◽  
Author(s):  
Tara Edwards ◽  
Lew Hardy
Keyword(s):  
State Anxiety ◽  
Significant Interaction ◽  
Performance Measure ◽  
Interactive Effects ◽  
Somatic Anxiety ◽  
Catastrophe Model ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Model Predictions ◽  
Catastrophe Models

This study examines intensity and direction of competitive state anxiety symptoms, and the interactive influence of anxiety subcomponents upon netball performance. Netball players (N = 45) completed the modified Competitive State Anxiety Inventory-2 (CSAI-2) and a retrospective performance measure over a season, utilizing an intraindividual design. The modified CSAI-2 includes a direction scale assessing the facilitative or debilitative interpretation of the original intensity symptoms. Although the facilitative influence of anxiety upon performance did not emerge directly through the direction scale, a significant interaction emerged from the two-factor Cognitive Anxiety × Physiological Arousal quadrant analyses, suggesting that anxiety may enhance performance, as proposed by catastrophe model predictions. Findings also highlighted the importance of self-confidence for possible inclusion in higher order catastrophe models.

‘PLEASE LEAD ME, MY COMMITMENT IS LOW’: INTERACTIVE EFFECTS OF COMMITMENT AND LEADERSHIP ON INNOVATIVE BEHAVIOUR

2019 ◽  
Vol 23 (02) ◽  
pp. 1950015 ◽  
Author(s):  
PETER KHAOLA ◽  
DAVID COLDWELL
Keyword(s):  
Affective Commitment ◽  
Theory And Practice ◽  
Interactive Effects ◽  
Public And Private ◽  
Management Level ◽  
Innovation Research ◽  
Innovative Behaviour ◽  
Innovative Work ◽  
Main Effects ◽  
The Relationship

Even though the effects of leadership and affective commitment on innovative work behaviours (IWBs) have been thoroughly researched, little is known about the interactive effects of these factors on IWBs. Based on data collected from 263 respondents from public and private organisations in Lesotho, the present study examines if affective commitment moderates the relationship between leadership and IWB. Drawing on literatures across management and innovation research domains, the study proposes and finds evidence that affective commitment moderates the relationship between leadership and IWB such that the relationship is stronger for affectively committed employees, while being relatively weaker for less affectively committed employees. The results also reveal that while leadership and management level have the main effects on IWB, affective commitment has no effect on IWB. Overall, the study responds to calls for examining the joint effects of person and context characteristics on IWBs. Drawing on our results, we discuss implications for theory and practice.

scholarly journals Effective Analysis of Interactive Effects with Non-Normal Data Using the Aligned Rank Transform, ARTool and SAS® University Edition

Horticulturae ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 57 ◽  
Author(s):  
Edward Durner
Keyword(s):  
Type I Error ◽  
Interactive Effects ◽  
Type I ◽  
Rank Transform ◽  
Parametric Testing ◽  
Aligned Rank ◽  
Departure From Normality ◽  
Main Effects ◽  
Horticultural Research ◽  
Non Parametric

Most statistical techniques commonly used in horticultural research are parametric tests that are valid only for normal data with homogeneous variances. While parametric tests are robust when the data ‘slightly’ deviate from normality, a significant departure from normality leads to reduced power and the probability of a type I error increases. Transformations often used to normalize non-normal data can be time consuming, cumbersome and confusing and common non-parametric tests are not appropriate for evaluating interactive effects common in horticultural research. The aligned rank transformation allows non-parametric testing for interactions and main effects using standard ANOVA techniques. This has not been widely adapted due to its rigorous mathematical nature, however, a downloadable (ARTool) is now available, which performs the math needed for the transformation. This study provides step-by-step instructions for integrating ARTool with the free edition of SAS (SAS University Edition) in an easily employed method for testing normality, transforming data with aligned ranks, and analysing data using standard ANOVAs.

A Factor Interactive Investigation of Mail Survey Response Rates from a Commercial Population

1977 ◽  
Vol 14 (1) ◽  
pp. 108-111 ◽  
Author(s):  
Milton M. Pressley ◽  
William L. Tullar
Keyword(s):  
Response Rate ◽  
Psychological Impact ◽  
Mail Survey ◽  
Threshold Value ◽  
The Other ◽  
Interactive Effects ◽  
Monetary Incentives ◽  
Monetary Value ◽  
Commercial Population ◽  
Main Effects

The results of a factorial experiment showed that a 10¢ incentive significantly increased the response rate from the commercial population surveyed by mail. No significant main effects were noted for the other factors tested, questionnaire color and cartoon illustrations included on the questionnaire. No significant interactive effects were found. The results of this investigation, in combination with those of earlier investigations, support the hypothesis that the importance of monetary inducements stems primarily from the psychological impact of receiving money (as opposed to the monetary value itself). Thus the hypothesis can be generalized with greater confidence to commercial populations. However, the results imply that there apparently is a threshold value for increasing response with monetary incentives which is lower for commercial populations (10¢) than it is for general public populations (25¢).

Problem-Solving Performances of First-Grade Children

1971 ◽  
Vol 2 (1) ◽  
pp. 50-64 ◽  
Author(s):  
Leslie P. Steffe ◽  
David C. Johnson
Keyword(s):  
Multivariate Analysis ◽  
Problem Solving ◽  
Analysis Of Variance ◽  
Significant Interaction ◽  
Univariate Analysis ◽  
First Grade ◽  
Problem Type ◽  
Problem Types ◽  
Main Effect ◽  
Main Effects

A sample of 111 first-grade children was partitioned into 4 categories, where the categorization was determined by an ability to make quantitative comparisons and IQ. 6 problems of each of 8 problem types were presented to each child in a randomized sequence. Approximately one-half of the children in each category were randomly assigned to 1 of 2 levels of Problem Conditions. A multivariate analysis of variance indicated that IQ was not significant. Problem Conditions was significant (p<.01p<.01). Univariate analysis indicated a significant interaction (p<.05p<.05) due to Quantitative Comparisons and Problem Conditions for 1 problem type; significant main effects (p<.01p<.01) due to Problem Conditions for the remaining 7 problem types; and a significant (p<.05p<.05) main effect due to Quantitative Comparisons for 1 of the remaining 7 problem types.

Possible Interaction between Vibration Thresholds by Sex and Motor Dominance in the Index Finger and Big Toe

1997 ◽  
Vol 85 (3) ◽  
pp. 1091-1098 ◽  
Author(s):  
Paul T. Ricci
Keyword(s):  
Significant Interaction ◽  
Index Finger ◽  
Forced Choice ◽  
Vibrotactile Threshold ◽  
Great Toe ◽  
Men And Women ◽  
Choice Procedure ◽  
Forced Choice Procedure ◽  
Main Effects ◽  
Monofilament Test

Two studies suggest a possible interaction among sex, motor dominance, and vibrotactile threshold for the great toe and index finger. In Study 1 a forced-choice procedure with the Vibratron II (Physitemp Instruments, Inc.) was used; a significant interaction between sex and foot dominance for vibratory threshold was noted with no main effects for the great toe. The greatest difference between men and women was on the nondominant side on the foot. Study 2 replicated Study 1 using the index finger as well as the great toe and used the Semmes-Weinstein monofilament test for a cross-modal comparison. A method of limits procedure was used to increase the generalizability of the data. A similar interaction was found between sex and motor dominance for the index finger but not the great toe. This was attributed to skewing of data for the toe. No effects were found for the Semmes-Weinstein test. Possible usefulness in detecting neuropathies is considered. Larger normative studies including variables such as age, height, and weight are required for generalizable conclusions.

Diagnosing Fictional Diseases: Age and Variability of Training Content in Concept Formation

2001 ◽  
Vol 88 (2) ◽  
pp. 459-470
Author(s):  
Sharon Bertsch ◽  
Raymond E. Sanders ◽  
Rosalie Hall
Keyword(s):  
Classification Accuracy ◽  
Significant Interaction ◽  
Concept Formation ◽  
Training Group ◽  
Paired Comparisons ◽  
Younger Adults ◽  
Learning Retention ◽  
Training Content ◽  
Main Effects ◽  
And Training

This experiment had two purposes: investigation of the effect of variability in the content used during training on concept learning, retention, and transfer and the extent to which this training manipulation interacts with age Participants were 27 older adults ( M = 68.2 yr., SD = 7.4) and 54 younger adults ( M = 20.6 yr., SD = 4.0) who were asked to learn an imaginary disease by reviewing the symptoms of fictional patients. Participants were assigned to one of two variability groups in training, which were defined by how much patient cases resembled each other. Dependent measures were classification accuracy over eight blocks of training, followed by retention and transfer (“diagnosing new patients”) two days later. Analysis of variance yielded only one significant interaction of age and training variability (on retention), but none of the paired comparisons were significantly different. There were no main effects of training group on any dependent variable.

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