effects of death-qualification on jurors’ confidence

effects of death-qualification on jurors’ confidence

Smith, Jones, & Terry 2008 investigated the effects of death-qualification on jurors’ confidence.

A “death-qualified” juror is one who is willing to give the death penalty. 60 college students

were randomly assigned to one of 2 different conditions. In both conditions, participants

completed a short questionnaire that asked them whether they would or would not be willing to

give the death penalty. In the first condition, participants reported aloud their response, and those

participants who were not willing to give the death penalty were asked to leave the experiment.

In the other condition, participants handed in their response on a written survey. Again, the

researchers told participants who were not willing to give the death penalty to leave. After

participants unwilling to give the death penalty left, the researchers told the remaining 45 “death qualified” participants to fill out surveys regarding how confident they felt in their original

death-qualification answers. The researchers found that, “participants in the verbal response

condition were more confident in their death qualification status than participants in the written

response condition”. The researchers concluded that making public commitments about death-qualification status makes participants more confident in their death-qualified status.

 

1. The paragraph above has several APA formatting errors. Your job is to spot at least four

errors, which you will describe. In each box below, type in the error and the correction for

that error. (If you see less than four errors, then type “no other errors” in the remaining blank

spaces). Assume that the paragraph above is in the literature review of a paper (in the

introduction). You can also assume that it has 1 inch margins and is double spaced 1 point for

each error spotted, or 4 points total)

 

a. _______________________________________________________________

b. _______________________________________________________________

c. _______________________________________________________________

d. _______________________________________________________________

 

 

2. What is (are) the independent variable(s) in this study? Type your response into the box

below 1 point)

 

a. _______________________________________________________________

 

3. What is (are) the dependent variable(s) in this study? Type your response into the box

below 1 point)

 

a. ________________________________________________________________

 

 

4. This paragraph is actually fictional, but imagine that you want to reference the William

Smith, Beth J. Jones, and Bennett Terry article, and that it was published it in May, 2008 in

Law and Human Behavior, volume 8, pages 234-267. Their title was, “Death Qualification:

The Question Format Matters.” In the box below, write out the correct reference in APA

format. Note – there is no doi for this journal article. (2 points)

 

a. ______________________________________________________________

 

 

5. Correct the following references – type in the correct format in the box below each incorrect

reference (1 point each reference – total of 2 points)

 

Greenberg, Jeff, Schimel, Jeff, Martens, Andy, Solomon, Sheldon., & Pyszcznyski, Tom. (2001).

Sympathy for the devil: evidence that reminding whites of their mortality promotes more

favorable reactions to white racists. Motivation and Emotion, 25(2), 113-133. doi:

10.1023/A:1010613909207

a. __________________________________________________________________

 

Leander, N. P., Chartrand, T. L., and Wood, W. 2011. Mind Your Mannerisms: Behavioral

Mimicry Elicits Stereotype Conformity. Journal of experimental social psychology, volume

47, issue 1, 195-201. doi: 10.1016/j.jesp.2010.09.002

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.