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Articles 1 - 8 of 8
Full-Text Articles in Law
Teaching With Emotion: Enriching The Educational Experience Of First-Year Law Students, Grant H. Morris
Teaching With Emotion: Enriching The Educational Experience Of First-Year Law Students, Grant H. Morris
Grant H Morris
Through the case method and Socratic dialogue, first year law students are taught to develop critical legal analytic skills–to “think like a lawyer.” Those skills, however, are primarily, if not entirely, intellectual. This article discusses the need to address emotional issues in educating law students. Unlike other articles, my article does not merely urge professors to raise such issues in their classes and discuss them analytically. Rather, I want students to actually experience emotion in the classroom setting as they discuss various fact situations and the legal principles involved in the resolution of disputes involving those facts. Law students need …
The Susceptibility Of Juveniles To False Confessions And False Guilty Pleas, Allison D. Redlich
The Susceptibility Of Juveniles To False Confessions And False Guilty Pleas, Allison D. Redlich
Allison D Redlich
No abstract provided.
Self-Reported False Confessions And False Guilty Pleas Among Offenders With Mental Illness, Allison D. Redlich, Alicia Summers, Steven Hoover
Self-Reported False Confessions And False Guilty Pleas Among Offenders With Mental Illness, Allison D. Redlich, Alicia Summers, Steven Hoover
Allison D Redlich
No abstract provided.
Enrollment In Mental Health Courts: Voluntariness, Knowingness, And Adjudicative Competence, Allison D. Redlich, Steven Hoover, Alicia Summers, Henry J. Steadman
Enrollment In Mental Health Courts: Voluntariness, Knowingness, And Adjudicative Competence, Allison D. Redlich, Steven Hoover, Alicia Summers, Henry J. Steadman
Allison D Redlich
No abstract provided.
False Confessions, False Guilty Pleas: Similiarities And Differences, Allison D. Redlich
False Confessions, False Guilty Pleas: Similiarities And Differences, Allison D. Redlich
Allison D Redlich
No abstract provided.
New Developments In Developmental Research On Social Information Processing And Antisocial Behavior, Reid G. Fontaine
New Developments In Developmental Research On Social Information Processing And Antisocial Behavior, Reid G. Fontaine
Reid G. Fontaine
The Special Section on developmental research on social information processing (SIP) and antisocial behavior is here introduced. Following a brief history of SIP theory, comments on several themes—measurement and assessment, attributional and interpretational style, response evaluation and decision, and the relation between emotion and SIP—that tie together four new empirical investigations are provided. Notable contributions of these studies are highlighted.
In Self-Defense Regarding Self-Defense: A Rejoinder To Professor Corrado, Reid G. Fontaine
In Self-Defense Regarding Self-Defense: A Rejoinder To Professor Corrado, Reid G. Fontaine
Reid G. Fontaine
This is a rejoinder to Professor Corrado in the upcoming special section of the American Criminal Law Review on the nature, structure, and function of self-defense and defense of others law.
Does Response Evaluation And Decision (Red) Mediate The Relation Between Hostile Attributional Style And Antisocial Behavior In Adolescence?, Reid G. Fontaine
Does Response Evaluation And Decision (Red) Mediate The Relation Between Hostile Attributional Style And Antisocial Behavior In Adolescence?, Reid G. Fontaine
Reid G. Fontaine
The role of hostile attributional style (HAS) in antisocial development has been well-documented. We analyzed longitudinal data on 585 youths (48% female; 19% ethnic minority) to test the hypothesis that response evaluation and decision (RED) mediates the relation between HAS and antisocial behavior in adolescence. In Grades 10 and 12, adolescent participants and their parents reported participants’ antisocial conduct. In Grade 11, participants were asked to imagine themselves in videotaped ambiguous-provocation scenarios. Segment 1 of each scenario presented an ambiguous provocation, after which participants answered HAS questions. In segment 2, participants were asked to imagine themselves responding aggressively to the …