Browsing by Author "Rechdan, Joanne"

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    Adult male rape myths in England since 1994: A systemic mixed methods review.
    (American Psychological Association (APA), 2023-11) Kambashi, Ngosa; Rechdan, Joanne; Noon, E.; Wilson, Amanda D.
    Adult male rape, defined as a man sexually assaulting another man, became legally recognized by English law through the Criminal Justice and Public Order Act (1994). However, the rate of reporting male rape in England remains low compared to female rape and other nonsexual intimate partner violence. Scholars suggest that the low reporting rate could be partly attributed to the persistence of male rape myths (MRM) in society. For this reason, this article reviews the literature on MRM in England and Wales since 1994. This period is significant as it marks the time when erroneous beliefs began to be recognized as myths. Using a mixed-methods approach within a systematic review framework, we identified, evaluated, and synthesized empirical evidence from 11 studies to address our research question. The thematic synthesis of these studies revealed the persistence of certain MRM in England, often tied to stereotypical gender roles and endorsement of homophobic beliefs. However, the review identified limitations, such as the type of rape the studies focused on and their limited applicability, given that most employed student samples. Future research should explore perceptions of male rape using qualitative, and mixed-methods approaches with professionals, male survivors, and community samples. Additionally, future research should challenge the acceptance of MRM and raise awareness of male rape in England. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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    Computer mediated social comparative feedback does not affect metacognitive regulation of memory reports.
    (Frontiers, 2017-08-25) Rechdan, Joanne; Sauer, James D.; Hope, Lorraine; Sauerland, Melanie; Ost, James; Merckelbach, Harald
    In two experiments, we investigated how social comparative feedback affects the metacognitive regulation of eyewitness memory reports. In Experiment 1, 87 participants received negative, positive, or no feedback about a co-witness’s performance on a task querying recall of a crime video. Participants then completed the task individually. There were no significant differences between negative and positive feedback groups on any measure. However, participants in both of these conditions volunteered more fine-grain details than participants in the control condition. In Experiment 2, 90 participants answered questions about a crime video. Participants in the experimental groups received either positive or negative feedback, which compared their performance to that of others. Participants then completed a subsequent recall task, for which they were told their performance would not be scored. Feedback did not significantly affect participants’ confidence, accuracy, or the level of detail they reported in comparison to a no feedback control group. These findings advance our understanding of the boundary conditions for social feedback effects on meta-memory.
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    The effects of co-witness discussion on confidence and precision in eyewitness memory reports
    (Taylor and Francis, 2018-03-13) Rechdan, Joanne; Hope, Lorraine; Sauer, James D.; Sauerland, Melanie; Ost, James; Merckelbach, Harald
    We examined the influence of co-witness discussion on the metacognitive regulation of memory reports. Participants (N = 92) watched a crime video. Later, a confederate confidently agreed with (gave confirming feedback), disagreed with (gave disconfirming feedback), or gave no feedback (control) regarding participants’ answers to questions about the video. Participants who received disconfirming feedback reported fewer fine-grain details than participants in the confirming and control conditions on a subsequent, individual recall test for a different question set. Unexpectedly, this decrease in fine-grain reporting was not accompanied by a decrease in participants’ confidence in the accuracy of their fine-grain responses. These results indicate that receiving social comparative feedback about one’s memory performance can affect rememberers’ metamemorial control decisions, and potentially decrease the level of detail they volunteer in later memory reports. Further research is needed to assess whether these results replicate under different experimental conditions, and to explore the effects of social influences on metamemory.