Information Loss, Contextual Information, and Distinctiveness Influence How Well Novice Analysts Discriminate Fingerprints

Autor/inn/en	Marcon Zabecki, Jessica; Quigley-McBride, Adele; Meissner, Christian A.
Titel	Information Loss, Contextual Information, and Distinctiveness Influence How Well Novice Analysts Discriminate Fingerprints
Quelle	In: Applied Cognitive Psychology, 36 (2022) 6, S.1325-1338 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marcon Zabecki, Jessica) ORCID (Quigley-McBride, Adele) ORCID (Meissner, Christian A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.4016
Schlagwörter	Crime; Evidence; Human Body; Court Litigation; Identification; Novices; Criminal Law; Context Effect; Accuracy + Suchen Sie Ihr Suchwort? Crimes; Delict; Delicts; Delikt; Evidenz; Menschlicher Körper; Rechtsstreit; Identifikation; Identifizierung; Strafrecht
Abstract	Across two experimental studies, we investigated the role of information loss, contextual information, and distinctive features of fingerprints on novice's ability to judge whether two fingerprints came from the same source. Distinctive fingerprints resulted in more accurate decisions. Information loss diminished performance on the comparison task, likely due to the loss of distinctive features. When people received contextual information from a fingerprint matching software (Automated Fingerprint Identification System or AFIS) suggesting that the two fingerprints were from the same source, they were less accurate and more biased to render a "same source" decision. These findings suggest that analysts should evaluate the characteristics of a fingerprint prior to engaging in a comparison task, and that fingerprints lacking information, particularly distinctive characteristics, should be more cautiously evaluated. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01