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Kevin S. McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics (IAP)
www.themindhub.com
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An attempt to provide understandable and up-to-date information regarding intelligence testing, intelligence theories, personal competence, adaptive behavior and intellectual disability (mental retardation) as they relate to death penalty (capital punishment) issues. A particular focus will be on psychological measurement, statistical and psychometric issues.
We examined trends over time in vocabulary, a key component of verbal intelligence, in the nationally representative General Social Survey of U.S. adults (n = 29,912). Participants answered multiple-choice questions about the definitions of 10 specific words. When controlled for educational attainment, the vocabulary of the average U.S. adult declined between the mid-1970s and the 2010s. Vocabulary declined across all levels of educational attainment (less than high school, high school or 2-year college graduate, bachelor's or graduate degree), with the largest declines among those with a bachelor's or graduate degree. Hierarchical linear modeling analyses separating the effects of age, time period, and cohort suggest that the decline is primarily a time period effect. Increasing educational attainment has apparently not improved verbal ability among Americans. Instead, as educational attainment has increased, those at each educational level are less verbally skilled even though the vocabulary skills of the whole population are unchanged.
Courts in England, Wales and Northern Ireland have identified children and adults with intellectual disabilities (ID) as vulnerable witnesses. The call from the English Court of Appeal is for advocates to adjust questioning during cross-examination according to individual needs. This review systematically examined previous empirical studies with the aim of delineating the particular communication needs of children and adults with ID during cross-examination. Studies utilising experimental methodology similar to examination/cross-examination processes, or which assessed the communication of actual cross-examinations in court were included. A range of communication challenges were highlighted, including: suggestibility to leading questions and negative feedback; acquiescence; accuracy; memory and understanding of court language. In addition, a number of influencing factors were identified, including: age; IQ level; question styles used. This review highlights the need for further research using cross-examination methodology and live practice, that take into consideration the impact on communication of the unique environment and situation of the cross-examination process.
https://www.caringbridge.org/visit/kevinmcgrewiq