Turning Mirrors Into Windows?: Assessing the Impact of (Mock) Juror Education in Rape Trials
Turning Mirrors Into Windows?: Assessing the Impact of (Mock) Juror Education in Rape Trials
复制标题
将镜子变成窗户？：评估（模拟）陪审员教育在强奸审判中的影响
DOI：
10.1093/bjc/azp013
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发表时间：
2009
影响因子：
2.6
通讯作者：
Ellison L
中科院分区：
文献类型：
--
作者：
Ellison L
2006年，政府提议允许英格兰和威尔士的检察官在强奸案中援引“一般”专家证人证词。这一举措是基于两个警告，第一，陪审员目前缺乏足够的了解强奸投诉人的后攻击行为（这反过来又会产生不适当的推论的可信度），第二，专家证词提供了一个有用的工具，解决这种陪审员的无知。在前一篇文章中，作者报道了一项模拟陪审团研究，该研究为第一种说法提供了实证支持至少在投诉人的冷静举止、延迟报告或缺乏身体抵抗方面。在这篇文章中，作者调查教育指导是否在审判中提出，通过专家证词或扩大司法审查，可以有预期的有益影响纠正流行的误解，从而导致一个更公平的评估投诉人在强奸案件的可信度。
In 2006, the Government proposed allowing prosecutors in England and Wales to adduce ‘general’ expert witness testimony in rape cases. This initiative was based on two assumptions—first, that jurors currently lack an adequate understanding of rape complainants’ post-assault behaviour (which, in turn, generates inappropriate inferences regarding credibility) and, second, that expert testimony offers a useful vehicle for addressing such juror ignorance. In a previous article, the authors reported on a mock jury study that provided empirical support for the first of these claims—at least in regard to a complainant's calm demeanour, delayed reporting or lack of physical resistance. In this article, the authors investigate whether educational guidance presented at trial—via expert testimony or an expansive judicial instruction—can have the intended beneficial impact of redressing popular misconceptions, thereby leading to a fairer assessment of complainant credibility in rape cases.