The Number of Fillers May Not Matter as Long as They All Match the Description: The Effect of Simultaneous Lineup Size on Eyewitness Identification

Autor/inn/en	Wooten, Alex R.; Carlson, Curt A.; Lockamyeir, Robert F.; Carlson, Maria A.; Jones, Alyssa R.; Dias, Jennifer L.; Hemby, Jacob A.
Titel	The Number of Fillers May Not Matter as Long as They All Match the Description: The Effect of Simultaneous Lineup Size on Eyewitness Identification
Quelle	In: Applied Cognitive Psychology, 34 (2020) 3, S.590-604 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wooten, Alex R.) ORCID (Carlson, Curt A.) ORCID (Lockamyeir, Robert F.) ORCID (Jones, Alyssa R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3644
Schlagwörter	Identification; Discrimination Learning; Accuracy; Investigations; Criminals + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Lernen; Lernprozess; Untersuchung; Straftäter
Abstract	According to the Diagnostic Feature-Detection (DFD) hypothesis, the presence of fillers that match the eyewitness's description of the perpetrator will boost discriminability beyond a showup, and very few fillers may suffice to produce the advantage. We tested this hypothesis by comparing showups with simultaneous lineups of size 3, 6, 9, and 12. Participants (N = 10,433) were randomly assigned to one of these conditions, as well as target-present (TP) versus target-absent (TA) lineup. As predicted by the DFD hypothesis, lineups were superior to showups, and there was no advantage with increased lineup size beyond a 3-member lineup. The confidence-accuracy (CA) relationship held a similar pattern. The only effect of increased lineup size was a lower likelihood of choosing a suspect (guilty or innocent). We conclude that police should focus more on the quality rather than quantity of fillers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01