Influences of Accent and Ethnic Background on Perceptions of Eyewitness Testimony

The purpose of the present work was to investigate the effect two eyewitness factors, accent and ethnic background, have on the perceived favorability of eyewitness testimony and case disposition in criminal trials. Six variations of testimony were created and videotaped. The videotapes varied by accent and ethnic background of the eyewitness; the testimony text was identical. Four eyewitness favorability variables, a) credibility, b) judgment of accuracy, c) deceptiveness, and d) prestige, as well as their relationship to case disposition, were measured. One hundred seventy-four undergraduate participants viewed one of the six videotapes. Results indicate that there was a significant main effect of accent for the four eyewitness favorability variables. Accent by ethnic background interactions also yielded significant findings for the four variables as well as for the defendant’s degree of guilt. Results were interpreted using the Elaboration Likelihood Model. The potential importance of these results for judicial settings is discussed

Does increasing communication through virtual learning environments enhance student perceptions of lecturers?

The current study was conducted in an effort to examine whether increased levels of communication using visual learning environments (VLEs) alters student perceptions of lecturers. Eighty-six MSc students in Computing Science participated by using She and Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ). In addition to using the questionnaire, data from the electronic class site were used to make assessments about the quality and quantity of communication. Two types of classrooms were evaluated: a) a control condition in which the lecturer did not alter any communication aspect of the module, and b) the experimental condition in which the lecturer posted weekly discussion topics. Significant differences were found by cultural background and gender of the students. The bulletin board postings in the experimental condition were more heavily content-based than the control condition ones. The consistency in discussion topic of the experimental condition postings, both bulletin board and email, were more fluid than in the control condition

Does increasing communication through visual learning environments enhance student perceptions of lecturers?

The current study was conducted in an effort to examine whether increased levels of communication using visual learning environments (VLEs) alters student perceptions of lecturers. Eighty-six MSc students in Computing Science participated by using She and Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ). In addition to using the questionnaire, data from the electronic class site were used to make assessments about the quality and quantity of communication. Two types of classrooms were evaluated: a) a control condition in which the lecturer did not alter any communication aspect of the module, and b) the experimental condition in which the lecturer posted weekly discussion topics. Significant differences were found by cultural background and gender of the students. The bulletin board postings in the experimental condition were more heavily content-based than the control condition ones. The consistency in discussion topic of the experimental condition postings, both bulletin board and email, were more fluid than in the control condition

Improving further education provision for learners from minority ethnic groups: a review of the evidence

This paper summarises the findings from a review carried out by the National Research and Development Centre for adult literacy and numeracy (NRDC) for the Quality Improvement Agency (QIA) between April and September 2007. The study sought to summarise what is known about the participation of those from minority ethnic groups in Further Education (FE) and to identify effective practice in helping them to achieve

Adult numeracy: a review of research

This report provides an overview of existing research on adult numeracy, with a strong focus on the United Kingdom but also including other countries. The emphasis is on poor numeracy: its antecedents and effects, teaching and learning to overcome it, and the potential use of ICT and mobile technologies in that pursuit

Your money matters evaluation: money management for older people

The National Research and Development Centre for adult literacy and numeracy (NRDC) was commissioned by Help the Aged to evaluate Your Money Matters, a free, confidential and impartial money advice service for older people run by Help the Aged in partnership with Barclays. Your Money Matters was launched in 2006. The three-year funding partnership with Barclays ended in April 2009

The impact of different British accents on perceptions of eyewitness statements

The current study looked at the impact of British regional accents on evaluations of eyewitness testimony in criminal trials. Ninety participants were randomly presented with one of three video recordings of eyewitness testimony manipulated to be representative of Received Pronunciation (RP), Multicultural London English (MLE) or Birmingham accents. The impact of the accent was measured through eyewitness (a) accuracy, (b) credibility, (c) deception, (d) prestige, and (e) trial outcome (defendant guilt and sentence). RP was rated more favourably than MLE on accuracy, credibility and prestige. Accuracy and prestige were significant with RP rated more highly than a Birmingham accent. RP appears to be viewed more favourably than the MLE and Birmingham accents although the witness’s accents did not affect ratings of defendant guilt. Taken together, these findings show a preference for eyewitnesses to have RP speech over some regional accent

Literacy, numeracy and disadvantage among older adults in England

This report sets findings from new research on the relationships between the literacy and numeracy levels of older adults and the extent of disadvantage in later life. The research consisted of a review of the literature and secondary analysis of a quantitative data source on older adults