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Dissertation
Relationship between academic achievement and Miranda rights comprehension and false confessions
Doctor of Philosophy (Ph.D.), Drexel University
May 2005
DOI:
https://doi.org/10.17918/etd-490
Abstract
Courts ordinarily consider a waiver of Miranda rights valid if the defendant understands the nature of the rights and appreciates the consequences of waiving those rights and offers a confession free from police coercion. Today, juvenile offenders face longer sentences and harsher punishments. Research is needed to evaluate which factors courts should consider in determining the validity of a juvenile's waiver of rights and how these factors relate to Miranda comprehension and voluntariness of confessions. Previous research has found that age and IQ are significantly related to comprehension of Miranda rights in juveniles; however, research to date has not looked at the relationship between academic achievement and Miranda comprehension. The current research was conducted as part of a larger, ongoing study. For the current study, 73 male participants were assessed using the WASI, WIAT, and MRCI-II. This study hypothesized that academic achievement (composite scores from the WIAT), controlling for age and IQ, would predict Miranda comprehension and self-reported likelihood of offering a false confession. Multiple regression analyses failed to find significant relationships between academic achievement and overall Miranda comprehension, as well as self-reported likelihood of offering a false confession (as measured by the P-CHIP). Standard Language scores and two of the specific Miranda instruments were related, as were Listening Comprehension and FRI. Research and policy implications are discussed, and theories about the overall lack of significant findings are proposed.
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Details
- Title
- Relationship between academic achievement and Miranda rights comprehension and false confessions
- Creators
- Douglas A. Osman - DU
- Contributors
- Naomi E. Goldstein (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology); College of Arts and Sciences; Drexel University
- Other Identifier
- 490; 991014632288604721