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Record W2916345151 · doi:10.29173/mlj1005

Examining How Lineup Practices of Canadian and U.S. Police Officers Adhere to Their National Best Practice Recommendations

2018· article· en· W2916345151 on OpenAlex
Michelle Bertrand, R. C. L. Lindsay, Jamal K. Mansour, Jennifer L Beaudry, Natalie Kalmet, Elisabeth I. Melsom

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

affAt least one author lists a Canadian institution in the pinned OpenAlex snapshot.
fundA Canadian funder is recorded on the work.
aboutThe title or abstract carries a Canadian signal from the geographic lexicon.

Bibliographic record

VenueManitoba Law Journal · 2018
Typearticle
Languageen
FieldPsychology
TopicDeception detection and forensic psychology
Canadian institutionsQueen's UniversityUniversity of Winnipeg
FundersSocial Sciences and Humanities Research Council of Canada
KeywordsPsychologyPolitical scienceSocial psychologyLaw

Abstract

fetched live from OpenAlex

Canadian (N = 117) and U.S. (N = 167) police officers completed a survey about their lineup construction and administration practices.We compared their responses to the respective national best-practice recommendations (BPRs) in place at that time; the two nations had five similar and four different recommendations.We predicted that if officers' lineup practices were to correspond with best-practice recommendations, officers' reports of their practices should be similar when national BPRs were similar, and differ in line with their country's BPRs when BPRs differed.We generally found the predicted pattern of results.Findings were especially striking when the BPRs differed.Some practices were largely in line with BPRs (e.g., double-blind testing), others corresponded to some extent (e.g., sequential lineups), and others were largely not followed (e.g., informing witnesses that it is as important to exonerate the innocent as it is to convict the guilty).However, even though our hypotheses were generally supported, there was considerable variation in practices that did not correspond with BPRs.We interpret these findings as demonstrating that BPRs have some influence on practices.Our findings illustrate the importance of assessing user reactions to BPRs and examining barriers to implementation of BPRs.The findings also indicate that BPRs can influence practice but demonstrate that, in the absence of the stronger action of setting legally binding policies, considerable departure from BPRs occurs.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.674
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0020.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.131
GPT teacher head0.379
Teacher spread0.248 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it