Determination of the Trainability of Deception Detection Cues

The Air Force and the rest of the Department of Defense rely on valid information to make National Security decisions. The veracity of the information used to make those decisions can dramatically affect which course of action our military will take. Therefore, it is important that our leaders be able to recognize if they are being deceived. This study examines the results of training five categories of deception cues to 190 Air Force Officers. The officers were tested to determine their baseline deception detection abilities, then trained on the deception cues, Arousal, Emotion, Cognitive Effort, Communicator Tactics, and Memory Processes, then retested to determine how much information they retained. The results of this study show that there is a return on the investment in training deception detection for at least four of the deception cues

Pink and Dude Chefs: Efficacy of an Online Train-the-Trainer Mechanism and Student Program Outcomes

Background: The rate of overweight and obesity among adolescents aged 12-19 years has quadrupled since 1980. Reducing obesity is a key public health priority, as obesity is associated with individual and population-level health and economic consequences. Afterschool-based obesity prevention programs that aim to develop nutrition and culinary self-efficacy have shown promise. However, the level of aptitude among program instructors is directly correlated with student success, suggesting the importance of effective train-the-trainer (TTT) mechanisms for implementing and scaling up these strategies. Pink and Dude Chefs (PDC) is an afterschool nutrition education and culinary skills program for middle-school adolescents aged between 11-14 years. The PDC online TTT platform trains lay instructors on program content and preparation, lesson delivery, and classroom and kitchen safety. Trained instructors deliver PDC lessons on topics ranging from macronutrients and USDA MyPlate to knife skills and food preparation. The literature on online TTT models and instructor impact on student outcomes is limited and the PDC online training mechanism has not been evaluated. The current project sought to address these critical gaps with the aim of creating the most effective intervention model. Methods: This project was implemented in Santa Maria, Guadalupe, and New Cuyama, California from Fall 2015 to Spring 2016. Eleven instructors and 68 middle school students participated and comprehensive surveys were used to evaluate instructor and student outcomes. Results: Instructors’ performance on all three domains (food and kitchen safety, program knowledge, and overall knowledge) increased following training (45%, 63%, and 53%, respectively), all p≤0.01. Students outcomes (food and kitchen safety, nutrition knowledge, and overall knowledge) also improved following participation (14%, 33%, and 23%, respectively), all p≤0.001. Impact analyses revealed that students with instructors who scored high in overall knowledge performed better than students with low-scoring instructors (p=0.01). Conclusion: If obesity prevention programs that incorporate online TTT mechanisms, such as PDC, continue to show promising outcomes for both instructors and adolescents, larger scale efforts may contribute to decreasing the public health and economic burdens associated with obesity

You Can\u27t Handle the Truth! Trial Juries and Credibility

Every now and again, we get a look, usually no more than a glimpse, at how the justice system really works. What we see—before the sanitizing curtain is drawn abruptly down—is a process full of human fallibility and error, sometimes noble, more often unfair, rarely evil but frequently unequal. The central question, vital to our adjudicative model, is: How well can we expect a jury to determine credibility through the ordinary adversary processes of live testimony and vigorous impeachment? The answer, from all I have been able to see is: not very well

You Can\u27t Handle the Truth! Trial Juries and Credibility

Every now and again, we get a look, usually no more than a glimpse, at how the justice system really works. What we see—before the sanitizing curtain is drawn abruptly down—is a process full of human fallibility and error, sometimes noble, more often unfair, rarely evil but frequently unequal. The central question, vital to our adjudicative model, is: How well can we expect a jury to determine credibility through the ordinary adversary processes of live testimony and vigorous impeachment? The answer, from all I have been able to see is: not very well

The Collegian (2012-02-20)

https://scholarworks.utrgv.edu/collegian/1192/thumbnail.jp

Real-world, high-stakes deceptive speech: Theoretical validation and an examination of its potential for detection automation

The study of deception and the theories which have been developed have relied heavily on laboratory experiments, in controlled environments, utilizing American college students, participating in mock scenarios. The goal of this study was to validate previous deception research in a real-world high-stakes environment. An additional focus of this study was the development of procedures to process data (e.g. video or audio recordings) from real-world environments in such a manner that behavioral measures can be extracted and analyzed. This study utilized previously confirmed speech cues and constructs to deception in an attempt to validate a leading deception theory, Interpersonal Deception Theory (IDT). Several measures and constructs, utilized and validated in existing research, were explored and validated in this study. The data analyzed came from an adjudicated real-world high-stakes criminal case in which the subject was sentenced in federal court to 470 years in prison for creating child pornography, rape, sexual exploitation of children, child sexual assault and kidnapping; a crime spree that spanned over a five years and four states. The results did validate IDT with mixed results on individual measures and their constructs. The exploratory nature of the study, the volume of data, and the numerous methods of analysis used generated many possibilities for future research

Unmasking the expert deceiver: grounded theory analysis of long-term, high-stakes deception expertise development

Department Head: Sue Pendell.2010 Summer.Includes bibliographical references (pages 75-80).The current study attempted to garner knowledge about expert deceivers by analyzing personal accounts of their deceptive behaviors. The goal was to understand the methods these individuals employed to become master deceivers. A selection of 12 autobiographical texts describing the exploits of three types of expert deceivers (i.e., confidence artists, espionage agents, and undercover law enforcement agents) were analyzed using a categorizational system derived from previous grounded theory research. The results from the analysis led to the development of the deception skill model, which illustrates the complex relationship of processes that occur during the development and utilization of deception expertise. Knowledge gained from this study adds to the existent body of deception research along with, potentially, adding a new avenue of deception research and practical applications for deception detectors

Innovative Approaches to Teaching Technical Communication

Innovative Approaches to Teaching Technical Communica- tion offers a variety of activities, projects, and approaches to energize pedagogy in technical communication and to provide a constructive critique of current practice. A practical collection, the approaches recommended here are readily adaptable to a range of technological and institutional contexts, as well as being theoretically grounded and pedagogically sound. Throughout the collection, its editors and contributors demonstrate the importance of critically engaging students through creative and innovative pedagogies. Programs in technical writing, technical communication, and/or professional communication have recently grown in enrollment as the demand among employers for formally prepared technical writers and editors has grown. In response, scholarly treatments of the subject and the teaching of technical writing are also burgeoning, and the body of research and theory being published in this field is many times larger and more accessible than it was even a decade ago. Although many theoretical and disciplinary perspectives can potentially inform technical communication teaching, administration, and curriculum development, the actual influences on the field\u27s canonical texts have traditionally come from a rather limited range of disciplines. Innovative Approaches to Teaching Technical Communication brings together a wide range of scholars/teachers to expand the existing canon. The editors and authors in this volume suggest that, for various reasons, the field has not been as flexible or open to innovation as it needs to be. Given pervasive technological and workplace changes and changing cultural attitudes, they say, new and more dynamic pedagogies in technical communication are warranted, and they are addressing this collection to that need. Contributing authors include a number of scholars with a strong record of work in composition, technical writing, professional communication, and allied areas (e.g., Selfe, Wahlstrom, Kalmbach, Duin, Hansen), who deliver a variety of approaches that are grounded in current theory and represent pedagogical creativity and innovation.https://digitalcommons.usu.edu/usupress_pubs/1146/thumbnail.jp