Journal of Criminal Law and CriminologyVolume 51Issue 3 September-October Article 9

Fall 1960

The Use of Visual Aids in Training IdentificationOfficersRolland L. Soule

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Recommended CitationRolland L. Soule, The Use of Visual Aids in Training Identification Officers, 51 J. Crim. L. Criminology & Police Sci. 363 (1960-1961)

THE USE OF VISUAL AIDS IN TRAINING IDENTIFICATION OFFICERS

ROLLAND L. SOULE

The author is Associate Director of the Southern Police Institute, University of Louisville, andformerly served as an instructor in the Department of Police Science, Washington State College andas a member of the Wichita, Kansas, Police Department. Since the organization of the SouthernPolice Institute in 1950 Mr. Soule has been actively instructing on various police science subjects,and particularly on the training of identification officers. His present article reflects his experiencesin this work and also his interest in the use of visual aids in police science instruction.-EDIroR.

The use of visual aids in training IdentificationOfficers includes all illustrative materials anddevices that can be practicably used to enhanceunderstanding. In a practical way, one can explainvisual aids in this manner: By editing (makingreality easier to grasp) and simplifying a subjector specific subject area, the instructor can focusall the students' attention on learning the keypoints. Illustrative material or devices are abso-lutely necessary for improved instruction. Thehistory of education is a record of battles againstthe use of words without understanding. If aninstructor, through visual aids, makes a studentmore attentive to the specific subject area, hewill soon make him curious about it. It is thesense perception of the subject area (the residualdeposit of information), whatever the subject, thatcounts, and the instructor has to reach his stu-dents' attention. The proper use of accuratevisual teaching tools is the practical approachfor the instructor.

The relative values of visual aids (motionpictures, slides, mimeographed material, graphs,diagrams, mechanical instruments, models, mock-ups, pictures, etc.) are determined by past experi-ence and mechanical advantages. The two mainquestions for the instructor to consider are: (1)Which method makes the subject to be learnedmost clear? (2) Which method is most interestingand most economical in time, space, and money?However, the instructor must never lose sight ofthe students' previous training and backgroundexperience.

Identification training must be made both moreconcrete and more general-more concrete inproviding a body of experience out of whichgeneralizations are developed. The road to fruitfullearning is one that is well paved with definiteexperience. The use of a wide variety of visual

aids in training identification officers will enablethe education gained to be more specific. Identi-fication instructors fail their students if they donot encourage them to make better generalizationsabout identification methods and techniques.Identification officers keep growing intellectuallyby obtaining more experience and by makingbetter use of the experiences they have alreadyaccumulated. The use of a wide variety of teachingaids-visual aids-in identification training pro-grams will enable that education to be moreconcrete and, therefore, to build better abstrac-tions. Intelligence and well-grounded abstractionsare impossible without rich, meaningful, concreteexperiences. Also, well-organized concepts andgeneralizations enable one to manage new experi-ences with increased skill.

TYPES oF VisuAL AIDS

The most frequently used instructional aids arevisual aids, which help the student learn throughobserving while hearing the instructor's explana-tion of the specific aid in use.

Visual aids are divided into two different types:1. Projected visual aids via

a. Motion picturesb. Slide film stripsc. Lantern slides (35mm, 3 3J" X 4")d. Opaque projectorse. Transparent overhead projectors

1. Visual cast2. VU-Graph

2. Non-projected visual aids viaa. Blackboardsb. Flannel boardsc. Flip chartsd. Pictorials (charts, photos, etc.)e. Displays

ROLLAND L. SOULE

ESTABLISHING THE REAL VALUE OF ANINSTRUCTIONAL AID

The real value of an instructional aid to a train-ing program cannot be established until after ithas been used in instruction for a period of time;therefore:

1. Base all judgment of results upon establishedobjectives.

2. Progress toward these goals should be judgedobjectively and then measured against astandard of performance.

3. There must be conclusive evidence that theresults achieved by the use of the aid are (1)superior to, (2) equal to, (3) inferior to, thoseobtained by the use of another aid or by otherinstructional techniques.a. Only then can a valid evaluation of the

aid's worth in training be established.b. One must spend time and effort in sound

evaluation practices. This will paydividends in increased efficiency ofinstruction.

The forward-looking instructor recognizes thattraining aids are devised to help him do a betterjob of teaching, and he is aware of their limitations.

The remainder of this article is confined to asummarization of nine different instructional aidsused by the author to teach students the tech-niques of classification and identification work.Each of the nine visual aids have been used undercontrol conditions in different classes for the pastseven years. Seven years ago, a total of 30 hoursclassroom time was allocated to teaching finger-print classification. Through constant revision ofsome visual aids, the total classroom time nowallocated to the subject is only 20 hours.

The author knows that his approach is soundbecause of the correlation of test scores fromprevious classes and current classes. The reasonthe classroom time has been shortened is that amore concrete understanding and concept of thecourse is taught in less time than it used to be.All of this is possible because of suitable visualtraining aids.

EFFECTIVE VISUAL AIDS

Mimeographed hand-out material. Mimeographedmaterial consisting of 36 pages is handed out atthe orientation lecture to the course. Its contentis the essential reading material to go along withthe visual aids used during the presentation ofthe course. Blank spaces are left on many of the

pages for hand drawn illustrations or the insertionof illustrations and personal notes that the studentswill take during the course. Listed below will befound a typical table of contents that is required tobe made by the student as it pertains to the topicsdiscussed in the mimeographed material. Thissubject matter has been developed by the authorover a period of years and is the factual meat ofthe course.

The initial hand-out study material insuresthat the students' reference material is correct forthe purposes of the course and that the instructorwill not have to correct the students' own dailyprepared handwritten notes, other than just thosetaken as a result of the explanation of the visualaids used during the daily lectures.

TABLE or CONTzNTS-(Miimeographed handouO

Fingerprint ClassificationPage

Classification chart-&-Reference books cited. 1Bertillion system-vs-Fingerprint system.... 2Methods which furnish partial identification.. 3Methods which furnish absolute identification. 3Formation of fingerprint patterns .............. 3Procedure for taking fingerprints .............. 4Classification by the Henry System ............ 5Type Lines, Cores, and Deltas .............. 8Definitions of fingerprint patterns .............. 11Ridge counting in loops (ridge counting in

whorls- 18) ............................... 15W horl tracing ............................... 15Extension of the Henry System ................ 16Scarred Patterns ............................. 19Bandaged and missing fingers ................. 19Amputations ................................ 20Schedule of combinations and order of filing .... 22Fingerprint classification test .................. 25Fingerprint classification test .................. 34

Included with the mimeographed material aretwo.separate tests. The first test is of 50 questions,the majority of the questions require the studentto draw an illustration to represent what is calledfor, i.e.: Illustrate by a drawing, an ulnar loop inthe left hand; Draw a diagram showing a looppattern with four (4) rods of equal length withinthe innermost free recurving ridge. Identify inyour drawing each of the following (a) type lines,(b) delta, (c) core, and (d) dot in the line of count.Immediately under your illustration, indicate thecorrect ridge count for the illustration you havedrawn.

The second test is of 100 questions, all of whichare multiple choice, with either 3 or 4 choices only

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VISUAL AIDS IN TRAINING IDENTIFICATION OFFICERS

Pingerprint classification course

Figure I

one of which is correct. The purpose of this testis to allow the student who is entirely new to thesubject to daily check all of the test questions,and when he is able to answer a question or ques-tions, it is an index to him of newly gained informa-tion. For the older experienced identification officertaking the course, it allows him the benefit oftaking the test immediately, and the instructorcan also immediately correct the test. Wherethere is an error upon the student's part, theinstructor and student immediately have focuspoints for concentration of study.

In addition to the above-mentioned tests, thereare daily tests given in the subject matter, thequestions being different in composition thanthose found in the handout material.

Hand made transpareixies. Most of these arehand lettered or illustrated and are 7" by 9" insize. They are used to edit and simplify thespecific point being made at the moment and areprojected by an overhead projector in the front ofthe class. Figure 1 is an example which shows thefive steps of experience (instruction) pursuedduring the course of instruction. When properlyedited (to the students) this will define the in-structor's approach to the fingerprint classificationcourse. Those who are experienced identificationmen and technicians will probably say this is theback door approach to the course. The author

realizes that it is-but he has been extremelysatisfied with this approach to the subject and hasfound that as soon as he has justified his approach,the student is more than willing to let him leadthe way. After all, in classification, one does startwith symbols and ends with symbols in theformula.

The writer has found that if he teaches the newstudent that symbols are the significant factor inclassification, the student soon is interested inclassification formula derivation and not immedi-ately concerned with the focal points in a par-ticular fingerprint pattern. We all know that it isage-old argument, which came first-the hen orthe egg? In fingerprint classification, which comesfirst, symbols (formula) or visual identification offocal points in a fingerprint pattern? The writer issure that it is the instructor's viewpoint on it.Experience has proved to the writer that hisapproach teaches classification quicker and inthe long run, he answers less questions for thestudents, because in most instances, the studentsoon finds out that most of his questions are an-swered in the explanation of the visual aids thatare constantly used.

In the course of instruction, the symbols whichwill be used in the editing and identification of thevarious fingerprint patterns are identified to andfor the student. Also, the derivation of all of

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ROLLAND L. SOULE

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the various portions of the total fingerprint classi- 5 demonstrate this mode of instruction in its finalfication formula are taught at the same time. phase.Before the actual focal points in the fingerprint Hand drawn transparencies are used extensivelypatterns are taken up, synthetic but accurateclassification formula problems are pursued in throughout the course of instruction. Figures 6, 7,the classroom until all students can actually and 8 reproduce three individual slide projectioncompute proper classifications. Figures 2, 3, 4, and transparencies which are presented so that the

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VISUAL AIDS IN TRAINING IDENTIFICATION OFFICERS

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students will have a better concept of when theSmall Letter Group Classification should be used.

Figure 6 is an outline representing the 10 squaresupon which a prisoners' fingerprints are rolled.However, here it illustrates only the symbols thatwould be placed in each of the ten squares as theywould be classified and edited by a fingerprinttechnician. Above the 10 squares is a classificationformula that could be derived from the editedsymbols in the classification problem.

Figure 7 has exactly the same classificationproblem as figure 6. However in this illustration,pattern characteristics of the different types of

Figure 8

fingerprint patterns found in each of the 10 squareshave been included. Also, the proper use of theSmall Letter Group Classification has been illus-trated this time. You will observe that the classi-fication formula is different from that presentedin figure 6.

Figure 8 has the same classification problembut is presented in a different visual concept toassist the student in understanding when the SmallLetter Group Classification applies and not theSubSecondary Formula which is illustrated infigure 6. In figure 8, eight of the ten squares havea symbol that has not been presented in thepreceding slides. To press the point to the studentstrongly, it is illustrated now that the Small LetterGroup Classification applies when Radial Loops,Arches, and Tented Arches are found in any of theeight squares that contain a RAT symbol. Takingthe first letter from each of the previously men-

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when anyone of the 8 squares containing a ratsymbol has (1) a radial loop, (2) a tented arch, or(3) a plain arch pattern in that particular square.The formula also applies if just 1 of 8 squarescontaining a RAT symbol should have one of theaforementioned type patterns.

When this visual presentation is made to thestudents, at least a dozen of this type visual aidclassification problems are presented and explainedto the students. When their questions have beensatisfied, the next portion of the total classificationformula is then taken up.

Occasionally, a cartoon projection is presentedto the class. The cartoon is held until a strategicmoment in terms of the author's experience withthe class. Then he uses it to completely drive homehis teaching point. Figure 7 is an effective visual-aid-particularly when the instructor has laid theproper ground work before it is shown to the class.Cartoons of this type are frequently used through-

out the course and build effective rapport with thestudent.

Lantern Slides. These lantern sles-black andwhite--are a true photographic reproduction ofvarious fingerprint patterns. They were photo-graphed from prisoner fingerprint cards and areclassx 4" in size. They are projected directly fromthe projection field of either a visual cast or VU-graph overhead projector. When using the propertype and size adapter lens for the overhead pro-jector, it is possible to greatly enlarge the size ofthe projected fingerprint pattern, thus making iteasy to explain, (see figure 10). Forty differentlantern slides, illustrating all of the various typesof fingerprint patterns are used. It is possible toedit these lantern slides in several ways: (1) Byprojecting the slide directly on a conventionalblackboard, it is very easy to trace out the focalpoints of the pattern very quickly and accurately

1960]

ROLLAND L. SOULE

i, gure Y

by using chalk directly on the projected ridge linessought out; (2) By coloring (with transparentcolored inks) the desired lines in advance ofprojection time, the instructor only has to ask hisstudents to note the red ridges, the green ridges,etc.; (3) By the use of a sharppointed pointer, theinstructor may trace out the ridges manuallyhimself, or ask his students to do so.

It is possible to double the number of theselantern slides by turning them over and using theopposite side for the next projection. (i.e.) (anulnar loop in the right hand would become aradial loop in the left hand; i.e., a whorl with aninside tracing would become a whorl with anouter tracing.)

Enlarged photographs of 10 rolled impressions.For the practical work in classifying fingerprints,the following visual aid was selected. Thirtydifferent sets of rolled impressions, the ten rolled

Figure 10 Figure 11

VISUAL AIDS IN TRAINING IDENTIFICATION OFFICERS

impressions photographically enlarged so that theseten rolled impressions in gross size will measure8" in height and 17" in width (figure 11). At thisdegree of magnification, each rolled impressionwill average 2" in width and 3" in height. At thissize, it is not necessary to use a fingerprint mag-nifier to see the detail in the individual rolledimpressions.

Not having to use a fingerprint magnifier atthis stage of instruction is the first reason forusing the enlarged photographic visual aid. Thesecond reason is to insure that all students haveexactly the same pattern to classify. Sometimes,if one would roll 30 different sets of fingerprintsfrom the same person-as is done in some trainingschools-there would be a variation in amount ofink used, also in the amount of pressure whentaking the impression. This is sometimes a liabilitywhen new students are studying classification, asthe instructor sees one set of factors, a studentanother and another student may still have aslightly different variation. Using the photo repro-ductions, it is possible for the instructor to takehis sets of impressions, and with an opaqueprojector, project the pattern in question on ascreen-now the students and instructor are allseeing one specific pattern-and at the same timeeach student has exactly the same at his seat forhis practical work.

When the enlarged photographic visual aids arepassed out to the students, they also receive twopieces of laminated cardboard which are slightlylarger than the photographs. These are used asprotective covers for the visual aids and are heldtogether like a sandwich by the use of rubberbands. In this manner, the instructor can pass out30 different sets of fingerprint classification prob-lems. The student can work at his seat using thelaminated cardboard as a working surface. Thecardboard also protects the visual aids from theweather when they are transported via a studentfrom classroom to the dormitory, and also fromwear and tear.

The plain impressions usually found at thebottom of the conventional fingerprint card aredeleted from this visual aid-to reduce the size ofthe aid when it is used by the student in the class-room. Plain impressions are given their due sig-nificance in other portions of the course of instruc-tion. This deletion of the plain impressions also

reduces the cost factor in making up the visual aid.Stimulated fingerprint magnifier and coding disc.

This visual aid has been made up in several me-

Figure 12

diums. The one the author likes best personalliis made from clear plexiglass, Y4" thick. It is round2 inches in diameter and has a straight scratche(fine line on it. This fine line acts just as does th(hair line on a coding disc of a conventional fingerprint magnifier. The scratched line can be lefiwhite in color, or can be colored either red oiblack by rubbing a red or black grease penci.along the scratch line. The excess grease pencil i,,then rubbed off.

The students use this plexiglass disc in place ota regulation fingerprint magnifier and codingdisc and get exactly the same result. The cleaiplexiglass disc is merely placed directly upon aphotographed fingerprint pattern. The scratchline of the disc is used in the same manner as thehair line on a regulation fingerprint magnifier.

To orientate the student in the use of the codingdisc, the instructor first illustrates the use of thedisc via the various lantern slides. Using theVisual Cast or VU-graph overhead projector, alantern slide showing a loop pattern is first pro-jected. Then the instructor lays the coding disc inthe proper manner on the lantern slide and theprojection is completed. In this manner it is verysimple to illustrate ridge counting to students(figure 12). Just one word of caution in the use ofthe simulated magnifier. The scratch line shouldalways be on the underneath side of the disc, sothat there is no displacement of distance (thethickness of the plexiglass) to the proximity of theridges being counted.

Enlarged photographs (16 " x 20") of all types of

fingerprint patterns. In all, forty (40) differentpatterns (arches, tented arches, radial and ulnarloops, and whorls-plain, central pocket, double

ROLLAND L. SOULE

I'Igure 1.

loop, and accidental) are used. They are mountedback to back, on 17" x 21" pieces of laminatedcardboard, each of which has a round metal grom-mit, centered at the top, so that the visual aidcan be held to the wall or other desirable place bya regular wall-type picture hanger. In this manner,ten (10) of these visual aids can be hung on abulletin board in the same manner as the tenrolled impressions of a prisoner who has beenfingerprinted appear on a regulation fingerprintcard. (See figure 13).

The visual aid now is a greatly enlarged set ofrolled fingerprints, so situated in front of the classthat the instructor can easily edit each one indi-vidually and all of them collectively. Each studentis seated in his regular seat and observing the tenrolled impressions. The visual aids' size is morethan adequate for this teaching phase in appliedclassification. The student has a simulated finger-print card in front of him-a small rectangularoutline containing ten squares, to approximate theten squares on the regulation fingerprint card.

The class, with the aid of the instructor, observesand qualifies each of the ten photographs hangingon the bulletin board. The instructor assists theclass in the accurate ridge count of each pattern

that requires a ridge count. Otherwise, the stu-dents, with the aid of the instructor when neces-sary, determine the location of cores and deltas.When core and delta determination and a ridgecount have been made (when it applies for pat-terns other than the plain arch and some of thetented arches), the instructor and the studentshave sufficient information for each pattern tocompletely edit each of the ten squares for classi-fication purposes. A completed classificationproblem, by the student, in this phase of thetraining program would be as shown in figure 14.

In the course of teaching the symbols of classi-fication formulas, the student has been taughtthat whorls are subdivided into symbols of I-M-O;likewise, he has been taught that loops are sub-divided into symbols of I-0. Concurrently, he hasbeen taught that in the primary classificationformula comes from the value of whorls found inthe odd or even numbered fingers as applied to thenumerator and/or denominator. The secondaryand subsecondary formula derivation is alsocarefully explained, as is the final classification. Itis not long until the whole class is working classi-fication formulas containing the complete extensionof the Henry system. A little patience, with careful

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VISUAL AIDS IN TRAINING IDENTIFICATION OFFICERS

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and simplified editing of additional visual aids,illustrating the particular fingers as applied to thevarious parts of the total classification formula,soon has the whole class working up syntheticclassification formulas, prior to the time they arequalifying and classifying actual fingerprintpatterns.

This is an abstract approach to classification.The trial and error method of teaching fingerprintclassification over a period of years has finally ledthe writer to this technique. The class as a wholeworks these classification problems prior to usingthe'visual aid (figure 11). A new classificationproblem is effected by merely turning over (andpresenting the hidden fingerprint pattern on theback side) any one or several of the ten photo-graphs hanging on the bulletin board in front ofthe class.

F. B. I. publications. Two formal publicationsare used to supplement and provide additionalvisual illustrations for the course in classification.The Federal Bureau of Investigation can supplythese two excellently written publications. Thefirst one mentioned is the pamphlet Questionableand Interesting Fingerprint Patterns published in1951. In it are forty-three questionable and/orinteresting patterns, each one with a summaryqualification statement beneath it. With one ortwo exceptions, each enlarged fingerprint patternis edited and simplified by properly placed linesindicating the core, or delta, or other significantdetail.

The second publication is The Science of Finger-prints, U. S. Government Printing Office, 1957,0-393678. This is the latest FBI book on thesubject of fingerprints (classification and uses).In general, it is an excellent text for an instructorto use.

Chalk talks on the blackboard. The blackboard,of course, is the main visual aid as far as this courseis concerned. In the 20 classroom hours spent onClassification and the 8 classroom hours spent onLatent Prints, daily use of the blackboard andchalk (to further illustrate slides projected on theblackboard, or to draw new original chalk work

4 S 1 U 101 6S 1 U 010 9

for the specific discussion that is at hand) ispursued.

Over 350 different projections, most of themhand drawn, are used in the presentation of thecourse. These prepared slides save considerabletime. Each is the basis for further chalk talks andillustrations, depending upon the level of the classand in the specific question at hand at the moment.

A tachistoscope with 3Y4 " x 4" lantern slides offingerprint patterns. The flash recognition techniqueis used in the 4th stage of the training course.Figure 1 illustrates the five steps that are pursuedduring the course of training. As you will note,pattern definition and qualification were studiedin the third phase. The fourth phase is controlledpractice classification. It is at this time that theflash recognition technique is brought into play.

In using flash recognition for perceptual training,it is important to observe carefully the followingsteps in the exercise: (1) Expose the slides longenough for the student to secure accurate recog-nition, (2) repeat them as often as necessary, butgradually shorten the exposure time until thestudents can perceive the simpler slides at )4oothsecond, (3) then continue with the slides that areof a compound or detailed nature in the same wayas recommended in §2 above. (4) Do not losesight of the fact that the initial, primary purposeof this type of flash recognition training is toimprove perception and not to teach immediateanalysis. It is very important that the instructorkeep these four steps separate from each other.The results will prove the wisdom of havingdone so. Start off with the slow flashes (H5 th)which is necessary at the start and graduallybuild up to a flash of Hooth of a second.

Students through proper tachistoscopic training'develop total concept of form. They are amazed

I For further and detailed explanation of the functionand use of tachistoscopic training see: (a) DR. SA MIUELRENSHAW, "The Visual Perception and Reproductionof Forms by Tachistoscopic Methods," Joup'.AL orPsYcHoroGy, Vol. 20, pp. 217-232, 1945, (b) ROLLANDL. SoULE, "Flash Recognition Training in Law En-forcement Work," JOUNAL OF CREMNAL LAw,CRIMINOLOGY, AND POIC SCIENCE, Vol. 49, pp. 590-600, 1959.

ROLLAND L. SOULE

at how soon they can correctly identify a finger-print pattern flashed at ooth of a second.

CONCLUSION

The instructor must keep in mind that teachingaids include all illustrative materials and devicesthat can be practicably used to enhance studentunderstanding. By editing and simplifying aspecific subject area, the instructor develops forthe student a better sense perception of the subjectarea, and therefore the residual deposit of informa-tion left with the student is much better in scopeand concept. In this manner (by using proper andaccurate training aids) the instructor developsrapport with the individual student and the classas a whole, so that the students are at a peak ofattention and interest most of the time. Theinstructor's forcefulness and enthusiasm that aredeveloped by his presentation techniques (oration,

verbalization, gestures, training aids selection,mannerisms while teaching, eye contact with theclass, repetition of a specific item at strategictimes, etc.,) are the significant factors everyinstructor must develop.

If the student is in doubt about the instructor's(1) sincerity, (2) deep knowledge of the subjectbeing taught, (3) belief in the importance of theparticular lesson being presented, or (4) inferencethat the student will be able to master the subject,the instructor has already lost his place at thelecture stand. Inattention, indifference and apathywill to some extent prevail in one or more students.If this is allowed to infiltrate to other students,much damage has and will be done that Will beextremely hard to overcome. Therefore, to developstudent-instructor empathy (through the properuse of accurately timed and tested instructionalaids and techniques) is the tactical problem thatconfronts every professional instructor.

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