Latent Print Examination and Human Factors: Improving the Practice Through a Systems Approach: The Report of the Expert Working Group on Human Factors in Latent Print Analysis

Fingerprints have provided a valuable method of personal identification in forensic science and criminal investigations for more than 100 years. Fingerprints left at crime scenes generally are latent prints—unintentional reproductions of the arrangement of ridges on the skin made by the transfer of materials (such as amino acids, proteins, polypeptides, and salts) to a surface. Palms and the soles of feet also have friction ridge skin that can leave latent prints. The examination of a latent print consists of a series of steps involving a comparison of the latent print to a known (or exemplar) print. Courts have accepted latent print evidence for the past century. However, several high-profile cases in the United States and abroad have highlighted the fact that human errors can occur, and litigation and expressions of concern over the evidentiary reliability of latent print examinations and other forensic identification procedures has increased in the last decade. “Human factors” issues can arise in any experience- and judgment-based analytical process such as latent print examination. Inadequate training, extraneous knowledge about the suspects in the case or other matters, poor judgment, health problems, limitations of vision, complex technology, and stress are but a few factors that can contribute to errors. A lack of standards or quality control, poor management, insufficient resources, and substandard working conditions constitute other potentially contributing factors

Behavioral and Electrophysiological Evidence for Configural Processing in Fingerprint Experts

AbstractVisual expertise in fingerprint examiners was addressed in one behavioral and one electrophysiological experiment. In an X-AB matching task with fingerprint fragments, experts demonstrated better overall performance, immunity to longer delays, and evidence of configural processing when fragments were presented in noise. Novices were affected by longer delays and showed no evidence of configural processing. In Experiment 2, upright and inverted faces and fingerprints were shown to experts and novices. The N170 EEG component was reliably delayed over the right parietal/temporal regions when faces were inverted, replicating an effect that in the literature has been interpreted as a signature of configural processing. The inverted fingerprints showed a similar delay of the N170 over the right parietal/temporal region, but only in experts, providing converging evidence for configural processing when experts view fingerprints. Together the results of both experiments point to the role configural processing in the development of visual expertise, possibly supported by idiosyncratic relational information among fingerprint features

Using Highlighting to Train Attentional Expertise.

Acquiring expertise in complex visual tasks is time consuming. To facilitate the efficient training of novices on where to look in these tasks, we propose an attentional highlighting paradigm. Highlighting involves dynamically modulating the saliency of a visual image to guide attention along the fixation path of a domain expert who had previously viewed the same image. In Experiment 1, we trained naive subjects via attentional highlighting on a fingerprint-matching task. Before and after training, we asked subjects to freely inspect images containing pairs of prints and determine whether the prints matched. Fixation sequences were automatically scored for the degree of expertise exhibited using a Bayesian discriminative model of novice and expert gaze behavior. Highlighted training causes gaze behavior to become more expert-like not only on the trained images but also on transfer images, indicating generalization of learning. In Experiment 2, to control for the possibility that the increase in expertise is due to mere exposure, we trained subjects via highlighting of fixation sequences from novices, not experts, and observed no transition toward expertise. In Experiment 3, to determine the specificity of the training effect, we trained subjects with expert fixation sequences from images other than the one being viewed, which preserves coarse-scale statistics of expert gaze but provides no information about fine-grain features. Observing at least a partial transition toward expertise, we obtain only weak evidence that the highlighting procedure facilitates the learning of critical local features. We discuss possible improvements to the highlighting procedure