We examined the effects of exposure to pre-trial publicity (PTP) and jury deliberation on juror memory and decision making. Mock jurors either read news articles containing negative PTP or articles unrelated to the trial. They later viewed a videotaped murder trial, after which they either made collaborative group decisions about guilt or individual decisions. Finally, all participants independently attributed specific information as having been presented during the trial or in the news articles. Exposure to PTP significantly affected guilty verdicts, sentence length, perceptions of defendant credibility, and misattributions of PTP as having been presented as trial evidence. Jury deliberation had significant effects on jury verdicts, perceptions of defendant credibility, source memory for trial items, and confidence in source memory judgements, but did not affect sentences or critical source memory errors.

These findings have implications for health initiatives aimed at college students and suggest the importance of considering both social and cognitive factors.

No abstract

The experiment examined the effects that witness age (6, 10, or 22 year old), witness speech style (powerful or powerless), and prosecuting attorney's questioning style (open‐or closed‐ended) have on perceived witness credibility and trial outcome. Potential jurors (N=276) read trial transcripts involving a murder. A significant age by speech style interaction revealed that speaking in a powerless manner was significantly more harmful to the adult witness' credibility than it was to the child witness' credibility. A Significant Age × Question Form interaction revealed that question form only had a significant effect on the 6‐year‐old's credibility. Finally, verdicts, guilt ratings, and the length of the sentence were significantly correlated with ratings of the witness' credibility.

After Grade 2, nonword spelling may be more sensitive to the effects of dialect variation than are phonemic awareness tasks. It is suggested that spelling may be a more sensitive clinical indicator of difficulties in integrating the phonological and orthographic information needed for fluent decoding skill.