Relationship between academic achievement and Miranda rights comprehension and false confessions

2021 ◽  
Author(s):  
Douglas A. Osman
Keyword(s):  
Academic Achievement ◽  
False Confessions ◽  
Miranda Rights

Juvenile Offenders’ Miranda Rights Comprehension and Self-Reported Likelihood of Offering False Confessions

Assessment ◽  
2003 ◽  
Vol 10 (4) ◽  
pp. 359-369 ◽  
Author(s):  
Naomi E. Sevin Goldstein ◽  
Lois Oberlander Condie ◽  
Rachel Kalbeitzer ◽  
Douglas Osman ◽  
Jessica L. Geier
Keyword(s):  
Juvenile Offenders ◽  
False Confessions ◽  
Miranda Rights

Self-Perceived Likelihood of False Confession: A Comparison of Justice-Involved Juveniles and Adults

2018 ◽  
Vol 45 (12) ◽  
pp. 1955-1976 ◽  
Author(s):  
Emily Haney-Caron ◽  
Naomi E. S. Goldstein ◽  
Constance Mesiarik
Keyword(s):  
Juvenile Justice ◽  
Significant Problem ◽  
Correctional Facilities ◽  
False Confessions ◽  
Miranda Rights ◽  
False Confession ◽  
Authority Figures ◽  
Interrogation Techniques ◽  
Justice Systems ◽  
The Relationship

False confessions represent a significant problem for the criminal and juvenile justice systems and juveniles may be at particular risk for falsely confessing. In part, this risk may be due to juveniles’ greater likelihood of waiving Miranda rights and, consequently, undergoing interrogation, as well as their heightened suggestibility and greater susceptibility to and compliance with authority figures compared to adults. With data from 260 participants in correctional facilities, this study compared juveniles’ ( n = 168) and adults’ ( n = 92) self-reported likelihood of false confessions. Younger juveniles reported significantly greater false confession propensity than did adults, especially in response to directive interrogation techniques. Older juveniles did not differ significantly from adults in their self-reported likelihood of false confession. Miranda rights comprehension mediated the relationship between age and false confession likelihood. These findings suggest the need for greater protections of younger juveniles during interrogations.

scholarly journals Wrongful Convictions and Mental Illness

2021 ◽  
Vol 2 (1) ◽  
pp. 22-54
Author(s):  
Lauren Amos
Keyword(s):  
Mental Illness ◽  
Vulnerable Populations ◽  
Justice System ◽  
Racial Bias ◽  
False Confessions ◽  
Miranda Rights ◽  
False Confession ◽  
Wrongful Conviction ◽  
Wrongful Convictions

People with a mental illness (PWMI) are among the most vulnerable populations in the country, yet are far more likely to be incarcerated than people without a mental illness. PWMI are more likely to be wrongfully convicted for several reasons.At the onset of an investigation, PWMI are more likely to become suspects. Symptoms of mental illness breed fear and misunderstanding, arousing suspicion of a PWMI in the first place. Once approached by police, PWMI are more likely to escalate the initial encounter, leading to arrest and further interrogation. Through the lens of the Reid Technique, police misinterpret symptoms of mental illness as signs of guilt. Police continue using the Reid Technique to extract a confession. Mid- interrogation, PWMI are less likely to invoke Miranda rights. Without counsel, PWMI are more susceptible to minimization and maximation techniques, leading to higher rates of false confessions and ultimately, false convictions. These issues are significantly exacerbated for PWMI of color, who experience additional racial bias. From the beginning of an investigation to the end, the justice system seems perversely calculated to target innocent PWMI, rather than protect them. The case of James Blackmon demonstrates how an innocent PWMI can be railroaded into a false confession and wrongful conviction. This paper details Blackmon’s case, analyzes how each step of an investigation endangers PWMI, and examines possible solutions to protect innocent PWMI.  

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

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