From the cover. In the last several decades, over 250 citizens convicted of major felonies were found innocent and were exonerated. Today, thanks to the work of psychologists and other criminal justice researchers, the psychological foundations that underlie conviction of the innocent are becoming clear. There is real hope that these findings can lead to positive reforms, reduce the risk of miscarriages of justice, and avoid the consequences of wrongful convictions to victims and society. In this book, editor Brain Cutler presents a provocative overview of current psychological research on conviction of the innocent. Chapter authors investigate how the roles played by suspects, investigators, eyewitnesses, and trial witnesses -- as well as pervasive systemic problems -- increase the risk of conviction of the innocent. By bringing psychological theories and research to bear on this social problem, the authors derive compelling recommendations for future research and practical reform in police and legal procedures.

In recent years, research interest has increased both in the needs of punishment by the public and in the psychological processes underlying decisions on sentencing. This comprehensive look at the social psychology of punishment focuses on recent advances, and presents new findings based on the authors’ own empirical research. Chapters explore the application of social psychology and social cognitive theories to decision making in the context of punishments by judges and the punitiveness of laymen. The book also highlights the different legal systems in the UK, US and Europe, discussing how attitudes to punishment can change in the context of cultural and social development.

Wrongful convictions are the result of faulty or false scientific evidence in 50% of the cases. Defense counsel is often at a great disadvantage in defending against evidence based on science. Illusory Evidence: The Psychology and Sociology of Wrongful Convictions is written for the non-scientist, to make complicated scientific information clear and concise enough for attorneys and judges to master. This is obtained by providing case studies to simplify issues in forensic psychology for the legal professional. Increases the courts’ knowledge about areas of psychology that have been debunked, have advanced, or have been refined by the scientific community Covers issues in psychological forensics, namely: Profiling, Psychological Defenses, Mitigation, Eyewitness Testimony/Identification, Child Testimony, Repressed Memories, False Confessions and Moral Panic Trains prosecuting attorneys about the present state of the forensic psychology, to avoid relying only on legal precedent and will not present flawed science to the court Provides defense attorneys the knowledge necessary to competently defend where forensic psychology plays a part in a prosecution Arms innocence projects and appellate attorneys with the latest information to challenge convictions Uses case studies to simplify issues in forensic psychology for the legal professional

The kindly reception accorded to the first edition of this book has confirmed the author in his conviction that such a book was needed, and has tempted him to bestow additional labor upon it. The chief changes consist in the addition of two new chapters, "Active Imagination," and "How to Develop Interest in a Subject"; the division into two parts of the unwieldy chapter on memory; the addition of readings and exercises at the end of each chapter; the preparation of an analytical table of contents; the correction of the bibliography to date; the addition of an index; and some recasting of phraseology in the interest of clearness and emphasis. The author gratefully acknowledges the constructive suggestions of reviewers and others who have used the book, and hopes that he has profited by them in this revision. Educational leaders are seeing with increasing clearness the necessity of teaching students not only the subject-matter of study but also methods of study. Teachers are beginning to see that students waste a vast amount of time and form many harmful habits because they do not know how to use their minds. The recognition of this condition is taking the form of the movement toward "supervised study," which attempts to acquaint the student with principles of economy and directness in using his mind. It is generally agreed that there are certain "tricks" which make for mental efficiency, consisting of methods of apperceiving facts, methods of review, devices for arranging work. Some are the fruits of psychological experimentation; others are derived from experience. Many of them can be imparted by instruction, and it is for the purpose of systematizing these and making them available for students that this book is prepared.

Intended as a main or supplementary text in courses on attitudes, opinion, survey research, or persuasion taught in departments of psychology, communication, marketing, sociology, and political science.