Memory Flashcards

Question

Coding in the STM and LTM study A01

Answer 1

Baddeley (1966) ptps (British housewives) were divided into 4 different conditions and shown a list of ten words which were either: A: Acoustically similar (e.g. man, mad, map) B: Acoustically dissimilar (e.g. pen, day, few) C: Semantically similar (e.g. great, big, large) D: Semantically dissimilar (e.g. hot, old, late) In the STM study ptps were asked to immediately recall the 10 words they had heard in the correct order. In the LTM study they were given an interval of 20 minutes to complete another task and were then asked to recall the 10 words in the correct order. -Recall was much worse for semantically similar words compared to semantically dissimilar words in the LTM study. Recall was much worse for acoustically similar words compared to acoustically dissimilar words in the STM study. -Coding in the LTM is mainly semantic and coding in the STM is mainly acoustic

Answer 2

(+)High control (-)Low ecological validity (-)Low population validity

Answer 3

lab experiment and therefore establishes cause and effect. As this ab experiment had high control over extraneous variables we can e confident that the IV (weather words were acoustically/semantically similar/different) affected the DV (Number of words correctly recalled). Strength because results are unlikely to be affected by confounding variables and therefore have high internal validity. Therefore we can be confident that the coding in LTM is mainly semantic and the coding in STM is mainly acoustic

Answer 4

For example, recalling a list of words in an artificial and simple task which does not test the true complexity of memory. Limitation because Baddely's results cannot necessarily be generalised to real life (low external validity) and therefore might not provide valid support for the claim that info is usually coded semantically in the LTM and acoustically in the STM.

Answer 5

For example, the sample consisted of British housewives and therefore don't represent all types of people in the pop - the memories of such individuals may work differently to other ppl. Limitation because the findings that STM is coded acoustically and LTM is coded semantically may be difficult to generalise to other people in the population such as American students (low external validity)

Answer 6

(+)Claim that STM and LTM is separate is supported by Glanzer and Cunitz (-)Flash bulb memories (-)STM being regarded as one store has been contradicted by the working memory model (-)Contradicted by the case study of KF

Answer 7

asked ptps to remember a list of words. They found that when ptps were asked to recall the words, they tended to recall the words from the beginning and end of the list the most. The words at the start of the list are linked to the LTM (primacy effect) and the words at the end are linked to the STM (recency effect). Strength of the MSM because it demonstrates that STM and LTM are separate stores as the model claims and therefore suggest that MSM is a valid claim of how memory works.

Answer 8

It over-emphasises the role of rehearsal in forming long-term memories. Many psychologists believe that the role of rehearsal is too simple a process to account for the transfer of info from STM to LTM and transfer often occurs with no rehearsal. For example, flash-bulb memories (vivid, highly detailed memories of surprising events) can be recalled very easily without rehearsal. Limitation because it would seem that material does not pass from STM to LTM by being rehearsed in the way the MSM suggests. Therefore, this suggest the MSM is not a valid explanation of how memory works.

Answer 9

STM is no longer regarded as a single store. The working memory model clearly demonstrates that STM is made up of at least three separate components: the central executive, the phonological loop and the visuo-spatial sketchpad. Limitation as STM is thought to be more complex than the MSM suggests and therefore, the MSM may not be a valid explanation of memory.

Answer 10

KF's STM for digits was very poor when they read them out loud to him (sound). However, his recall was much better when he could read the digits to himself (visual). Limitation of the MSM because the case study suggest STM is not unitary, but instead is split into separate visual and acoustic stores. This therefore makes one of the claims of the MSM - that STM is unitary invalid. However, evidence from brain-damaged patients may not be reliable because it concerns unique cases with patients who have had traumatic experiences.

Answer 11

The WMM, proposed by Baddeley and Hitch, disputes Atkinson and Shiffrin's claim that STM is a unitary store. The model is a development of the MSM and puts forward a system involving active processing and short-term storage of info. The model suggests that there are four main components of STM: 1)The central executive 2)The phonological loop 3)The visuo-spatial sketchpad 4)Episodic buffer

Answer 12

The organiser of the STM. It attends all incoming info, temporarily stores information and then decides what pieces of info to send to the different components ('slave systems'). It has a limited capacity and can code information in all sensory forms. However, it can only deal with one type of info at a time as it has a very limited storage capacity.

Answer 13

Deal with auditory info (coding = acoustic) and preserves the order in which info arrives. It is active during verbal tasks. Limited capacity. It is sub-divided into: 1)The phonological store - which stores the words you hear 2)The articulatory loop - which allows maintenance rehearsal. The capacity of this loop is believed to be two seconds worth of what you can say.

Answer 14

Stores and manipulates visual and spatial info. It is involved in pattern recognition and perception of movement. It deals with what items look like and the physical relationship between them. It is active during listening tasks. The capacity is limited (about 3-4 objects). It is sub-divided into: 1)The visual cache - stores visual data 2)The inner scribe - which records the arrangement of objects in the visual field

Answer 15

The WMM was updated by Baddeley (2000) and an additional component was added, the EB. It has limited capacity and acts as a temporary 'backup' store (its the storage component of the CE). It is responsible for integrating and manipulating material from the CE, PL, VSS and LTM and processes info that requires two different senses at the same time e.g. sound and visual when watching the TV. It also makes sense of time-sequencing. One of its important functions is too recall material from the LTM and integrate it into the components of STM when working memory requires it.

Answer 16

Through experiments that use 'dual task performance'. They are asked to perform two tasks at the same time. If they are slower at doing them at the same time than when doing them separately, it is assumed that both tasks compete for the same resources of the brain. For example, reading out loud and walking are two tasks that can be performed just as well separately as at the same time. However, reading out loud whilst writing a letter at the same time leads to a reduced performance on each task.

Answer 17

Baddeley et al (1973) -Condition 1: ptps were given a simple tracking task that involved holding a pointer in contact with a moving spot of light. At the same time, they were asked to perform an imagery task which involved describing the letter F. (This condition uses VSS for both tasks) -Condition 2: ptps were given the tracking task and a verbal (Uses VSS and PL) -Ptps found it difficult to track the spot of light and describe the letter F (C1). However, they were much more capable of carrying out the tracking task and the verbal task (C2). The 2 individual tasks were completed less successfully because competing for the limited storage of the VSS. The visual and verbal task can be done well because they are making use of separate components (VSS and PL) and therefore are not competing for limited storage in the same component.

Answer 18

(+)Supported by research from Baddeley et al (1973) (-)Little is known about the CE (+)Supported by research using PET scans (-)STM is difficult to study

Answer 19

supported by research using the dual task technique. Baddeley et al (1973) found that ptps could successfully track a spot of light and complete a verbal task at the same time (using the VSS and PL). However, ptps were less successful when asked to track the spot of light and describe the letter F (both tasks use VSS). This supports the WMM as a valid explanation of memory because it supports the claim that STM is not unitary, but instead consists of separate components that have limited capacity.

Answer 20

limitation of WMM is that very little research has been conducted on the central executive and we therefore have limited evidence for its role in the STM. The CE is extremely hard to study and we therefore cannot be sure that it does indeed monitor and coordinate the slave systems in the way the model suggests. Limitation because the claims made by Baddeley and Hitch about the CE may not be valid.

Answer 21

PET scans have shown brain activity occurring when individuals are carrying out different tasks e.g. when doing a visual task such as mentally counting the windows in a house and an auditory task e.g. repeated words (different areas of the brain are activated) and this activity corresponds with the four systems that the model proposes. Strength because it provides empirical evidence to suggest that STM does have different components as the WMM maintains.

Answer 22

As STM has a limited duration of up to 30 seconds, it might not be possible to devise an experimental method that works quickly enough to test its working. Also, tasks that are given to ptps to test STM have low ecological validity, as they are not tasks would be carried in everyday living. Limitation because any experimental evidence relating to STM might therefore not be valid.

Answer 23

1) Episodic 2) Semantic 3) Procedural

Answer 24

A LTM store for personal events. It includes memories of when the events occurred, the people, objects, places and behaviours involved. Memories from this store have to be retrieved consciously (explicit) and with effort. Brain region = hippocampus and other parts of the temporal lobe. Also in the frontal lobe Resistance to forgetting/amnesia = may be less resistant to forgetting/amnesia Declarative or non-declarative- declarative (memories can be expressed verbally)

Answer 25

A LTM store for our knowledge of the world. This includes facts and our knowledge of what words and concepts mean. Memories from this store have to be retrieved consciously and with effort (explicit). Brain region = temporal lobe Declarative or non-declarative - declarative (verbal) Resistance to forgetting/amnesia = may be less resistant to forgetting/amnesia

Answer 26

A LTM store for our knowledge of actions and skills. This includes our memories of learned skills. Memories from this store can usually be recalled without making a conscious effort (implicit). Brain region- cerebellum and motor cortex. Basal ganglia and limbic system are also involved with this type of learning. Declarative or non-declarative = non-declarative (unavailable for conscious inspection/difficult to explain verbally) Resistance to forgetting/amnesia = may be more resistant to forgetting/amnesia

Answer 27

Tulving (1989) six ptps were injected with radioactive gold which would be detected in the body using a gamma ray detector. Ptps then thought about semantic memories such as ideas they have learnt from a book or episodic memories such as their school days. Ptps would start thinking about a topic and 60 seconds later they would be injected with the gold. They were then scanned 8 seconds later when the gold would have got to their brains. The two different types of tasks provided different patterns of blood flow in the brain. Episodic memories were associated with increased blood flow in the frontal lobes of the cortex and semantic memories were associated with increased blood flow in the frontal lobes of the posterior region of the cortex. Episodic and semantic LTM's seem to involve different parts of the brain and are therefore separate parts of the LTM. This suggest a biological basis for differences in the LTM.

Answer 28

(+)Lab experiment - high control (-)Low internal validity (-)Small sample size (+)Supported by the case study of Clive wearing

Answer 29

Tulving's study is a lab experiment and therefore establishes cause and effect. As this lab experiment had high control over EV's we can be confident that the IV (whether ptps recalled semantic or episodic memories) affected the DV (the location of increased blood flow in the brain). Strength of the study because results are unlikely to be affected by confounding variables and we can therefore be confident that the conclusions about episodic and semantic LTM involve different parts of the brain and that LTM is divided into separate parts is internally valid.

Answer 30

Limitation of Tulving's research into types of LTM is that it involves asking ptps to think about semantic or episodic memories in order to track where the blood flows in their brain to demonstrate that different LTM are stores in separate areas. However, there is no way to be sure that ptps are actually recalling those memories at that time. Limitation because the findings of the study that LTM does involve different parts of the brain would not be internally valid.

Answer 31

Low population validity. For example, the sample consists of six ptps which is a very small sample size and therefore it is unlikely that such a small sample provides a good representation of the population. It could be that the individual's LTM memories in this sample work differently to other people's LTM memories. Limitation because it may be difficult to generalise the findings that LTM does use different areas of the brain to other people (low external). In addition, because the sample size is small it reduces the confidence researcher can have in the conclusion being valid because the data is limited.

Answer 32

Clive wearing was able to still play the piano; he knows what a piano is but cannot remember having learnt to play it. Playing the piano is an example of procedural memory, knowing what a piano is, is an example of semantic memory, and remembering piano lessons is an example of episodic memory. Therefore, the case study of Clive wearing provides evidence that the claim episodic, semantic and procedural memories are separate systems is valid. However, the sample only consists of one British man - Clive wearing - and his brain and memory may be unique to him and not representative of other individuals in the population. Therefore, the findings from the case study of Clive Wearing - that LTM is divided into three different systems - may be difficult to generalise to other people (low external)

Answer 33

Forgetting because one memory blocks the recall of another, causing one or both memories to be forgotten. The degree of forgetting is often greater when the memories are similar. Proactive interference - forgetting occurs when older memories disrupt the recall of newer memories Retroactive interference - forgetting occurs when newer memories disrupt the recall of older memories

Answer 34

(+)Retroactive interference is supported by research (+)Lab experiment - high control (+)Interference is supported by evidence in the real world (-)Only explains forgetting when information is similar

Answer 35

Postman (1960) asked ptps to learn a list of word pairs. They found that recall for the original list of words was the poorest when ptps were asked to learn a second list of words compared to ptps that were not asked to learn another list. Strength of interference because the findings demonstrate forgetting occurs when one memory blacks another as the theory claims, which suggests the theory is valid

Answer 36

A strength of postman (1960) is that it is a lab experiment and has high control over EV's and therefore can establish cause and effect. For example, we can be confident that the IV (learn/not learn a second list) caused the DV (the number of words accurately recalled from the original list). This is a strength because the results of the study are unlikely to be affected by CV's and we can therefore be confident that the findings that learning similar material can cause forgetting are internally valid.

Answer 37

For example, Baddeley and Hitch (1977) wanted to find out if interference was a better explanation of forgetting than the passage of time. They asked rugby players to try and remember the names of the teams that they had played so far that season, week by week. Most of the players had missed games, for some the 'last team' they has played might have been two or three weeks ago or more. The results very clearly showed that accurate recall did not depend on how long ago the matches took place. Much more important was the accurate number of games they had played in the meantime. A players recall of a team from three weeks ago was better if they had played no matches since then. Strength of interference because the study shows interference is a valid explanation of forgetting in some everyday situations.

Answer 38

A limitation of interference theory is that is only explains forgetting when two sets of information are similar. For example, it can only explain why we find it difficult to learn Spanish when we already know Portuguese. However, this does not happen very often. this is a limitation because interference theory cannot explain most of times when we forget information; it can only be applied to very specific situations.

Answer 39

A form of forgetting. It occurs when we don't have the necessary cues to access memory. The memory is available but not accessible unless a suitable cue is provided.

Answer 40

A 'trigger' of information that allows us to access a memory. Such cues may be meaningful or may be indirectly linked by being encoded at the time of learning.

Answer 41

This is where the relevant cues in the environment that were there when you learnt the information, are then missing from the place you then recall the information in. This stops you remembering the information. E.g. if you used a certain pen to write the info down with and then you didn't have that same pen in the exam, you might be less likely to remember the information.

Answer 42

This is where there are psychological or physiological difference between how you felt when you were learning the info and then how you feel when you are later recalling the info; which may affect recall.

Answer 43

Godden and Baddeley asked divers to learn a list of words either on land or underwater. They were then asked to recall the words either on land or under water (either in the same or different context to where the words were originally learnt). They found that accurate recall was 40% lower when ptps were asked to recall words in a different context (cue absent) to where the words were learnt compared to recall in the same context (cue present). This supports retrieval failure theory as a valid explanation of forgetting because the study demonstrates that forgetting can occur when a cue is absent at the time of recall.

Answer 44

Darley et al asked ptps to smoke cannabis and then hide some money. They found that people who were still under the influence of cannabis were more successful at finding the money again (cue present) compared to ptps who were sober when asked to find the money (cue absent). This supports the retrieval failure theory of forgetting because the study demonstrates that forgetting can occur when a cue is absent at the time of recall.

Answer 45

(+)Context-dependent forgetting is supported by research (Godden and Baddeley) (-)Supporting evidence has low population validity (+)State-dependent forgetting is supported by research (Darley et al) (-)Low ecological validity

Answer 46

Godden and Baddeley's research has low population validity. For example, the sample consists of 18 divers and therefore cannot provide evidence for the retrieval failure of non-divers. In addition, 18 ptps is a small size and therefore there is only a small amount of data to draw conclusions from. Limitation because the findings about context-dependent forgetting may be difficult to generalise to other people who are not divers. In addition, because the sample is small it reduces confidence that the conclusion is valid because the data is limited.

Answer 47

Some experiments, like Godden and Baddeley, have been conducted using tasks such as learning and recalling a list of words which is not an everyday task. This is a limitation of the retrieval failure theory because we have very limited 'real life' evidence for this theory and therefore it may not provide a valid explanation for forgetting in real life (low external validity)

Answer 48

Loftus and Palmer 45 ptps (students) were shown 7 films of different traffic accidents in a lab situation. All ptps saw the same films. After each film they were given a questionnaire which asked them to describe the accident an then answer a series of specific questions, including one critical question, 'How fast were the cars going when they ... each other?' ptps were split into five condition, taking part in only 1 each . Every condition had a different verb in the critical question: smashed, collided, bumped, hit, contacted. smashed = 40.8mph contacted = 31.8mph

Answer 49

(+)Lab experiment - high control (-)Low ecological validity (+)Practical applications (-)Yuille and Cutshall contradict the effect of misleading information and anxiety on EWT + counter

Answer 50

Establishes cause and effect. As this lab experiment had high control over EV's (heard same instructions and saw same videos) we can be confident that the IV (the verb used in the critical question) affected the DV (ptps estimates of speed). Strength because the results of this study are unlikely to be affected by CV's and we can therefore be confident that the findings that leading questions reduce the accuracy of EWT have internal validity. Therefore, this supports the theory that leading questions/misleading information does reduce the accuracy of EWT.

Answer 51

as the method that Loftus and Palmer used is not testing the impact of leading questions on the accuracy of EWT in a realistic and meaningful way. The ptps watched a video of a car accident and are therefore not likely to respond in the same way as they would if the car accident was real e.g. they are not distressed and there are also no consequences (for a perpetrator) based on their answers. Limitation because Loftus and Palmer's results cannot necessarily be generalised to real life (low external) and therefore may not provide valid support for the claim that leading questions reduce the accuracy of EWT.

Answer 52

For example, from research we now understand that EWT is not always accurate and that misleading info can distort EWT and therefore when witnesses are interviewed police avoid leading questions. In addition, research such as Loftus et al has led to the development of the cognitive interview which increases the accuracy of EWT because the style of questions they use reduces the opportunities for leading questions. Strength because it has made an important contribution to how the legal system works in real life. In addition, it also has economic implication because EWT is more accurate, this will mean there are less incorrect convictions, therefore less appeals and so there will be more money saved in the criminal justice system.

Answer 53

Research contradicts the theory that leading questions/anxiety reduces the accuracy of EWT. For example, Yuille and Cutshall interviewed 13 witnesses to an armed robbery in Canada. they included two misleading questions in their interviews and found that these questions had no effect on the accuracy of the EWT. In addition, they found that the most distressed witness gave the most accurate EWT. Although this is a limitation of research into leading Q's/anxiety as it demonstrates that it doesn't reduce accuracy of EWT in real life, there is low population validity. The sample only consisted on 13 witnesses, which means that the results may be difficult to generalise to the wider population. Therefore, it is weak evidence to contradict the findings of other research - such as Loftus & Palmer.

Answer 54

occurs when there is more than one witness to an event. Witnesses may discuss what they have seen with co-witnesses or with other people. This may influence the accuracy of each witness's recall of the event

Answer 55

Gabbert et el. ptps watch a video of the same crime, but filmed from different points of view. They were then asked to either: discuss the video they had just seen or have no discussion (control group). They found that 71% of the ptps who has a discussion reported aspects of the event they did not see in the video but picked up from the discussion. Whereas, in the control this figure was 0%

Answer 56

(+)Practical applications as findings show it can distort accuracy of EWT and therefore police should aim to avoid witnesses talking to each other. Important contribution to our understanding of the issue of using EWT as evidence in real life. (-)Low ecological validity - video so not likely to respond in the same way as they would if they had witnessed it in real life. generalisability (low external)

Answer 57

Suggests that moderate anxiety is associated with better recall than very high or very low anxiety.

Answer 58

Johnson and Scott waiting room, heard argument in adjoining room then saw man running through the room either carrying a pen covered in grease (low anxiety condition) or knife covered in blood (high anxiety 'weapon focus' condition). Ptps were then asked to identify the man from a set of photographs. Mean accuracy of identifying the man in the pen condition was 49% compared to 33%.

Answer 59

(+)Lab experiment - high control (+)Practical applications (-)Individual differences (-)Yuille and Cutshall contradict the effects of misleading info and anxiety on EWT + counter

Answer 60

Establishes cause and effect. As this lab experiment had high control over EV's we can be confident that the IV (presence/absence of a weapon) affected the DV (the recall of the person committing the crime). Strength because the results of this study are unlikely to be affected by CV's and we can therefore be confident that the conclusion about anxiety (weapon focus) reducing the accuracy of EWT has internal validity. Therefore, this increases the validity of the claim that anxiety does reduce the accuracy of EWT.

Answer 61

For example, from the research we now understand that EWT is not always accurate and that anxiety can distort EWT and make it less accurate. therefore police will need to be cautious when interviewing anxious witnesses and crimes involving weapons. Strength of the research because it has made an important contribution to our understanding of the issue of using EWT as evidence in criminal investigations in real life.

Answer 62

Limitation of research into anxiety is that they have been affected by extraneous variables. For example, it has been suggested that one key EV is emotional sensitivity. In a study by Bothwell et al ptps were tested for personality characteristics and were labelled as either 'neurotic' (tend to become anxious quickly) or 'stable' (less emotionally sensitive). It was found that the 'stable' ptps showed rising levels of accuracy as stress levels increased. Whereas the opposite was true for neurotics - their accuracy levels decreased as stress increased. This suggests that individual differences may indeed play an important role in the accuracy of EWT.

Answer 63

Yuille and Cutshall's research contradicts the theory that anxiety reduces the accuracy of EWT. For example, Y&C interviewed 13 witnesses to an armed robbery in Canada. They found that the most distressed witnesses (e.g. suffered from nightmares) gave the most accurate EWT. Limitation of research into anxiety because the research demonstrates that anxiety does not reduce the accuracy of EWT in real life and therefore the findings of other studies which contradict this finding may not be valid. However, their sample consisted of only 13 witnesses, which if they are not representative of the wider population, could cause problems with generalising the findings. Therefore, this is weak evidence to contradict the findings of other research.

Answer 64

A mental framework of beliefs and expectations that influence cognitive processing. They are developed from experience.

Answer 65

1) Context reinstatement 2) Report everything 3) Recall in reverse order 4) Recall from a changed perspective

Answer 66

A method of interviewing eyewitnesses to help them retrieve more accurate memories. They work because they reduce inaccuracies caused by leading questions and anxiety but also because they increase retrieval cues. A retrieval cue is anything that helps retrieve info from LTM. It uses four main techniques - report everything, context reinstatement, recall in reverse order and recall from a changed perspective

Answer 67

These questions require the witness to mentally recreate an image of the situation. This includes details of the environment (e.g. weather conditions) as well as their emotional state at the time of the incident. Recalling how you felt at the time of the crime as well as what the environment was like provide more possible retrieval cues for the memory of the crime itself. On some occasions the witness actually returns to the scene of the crime rather than just imagining it. This works as people often cannot access the memories they need appropriate contextual and emotional cues to retrieve memories.

Answer 68

these questions require the witness to report all details about the event, even though these details may seem unimportant. Witnesses might not realise that some details are important and details might help them recall significant info because small details again may act as retrieval cues. Memories are also interconnected with one another so that recollection of small details may eventually be pieced together from different witnesses to form a clearer picture of the event.

Answer 69

These questions require the witness to recall the scene in a different chronological order e.g. from the end to beginning. This is done to prevent people from reporting their expectations of how the event must have happened rather than the actual events. It also prevents dishonesty (it is harder to produce an unfaithful account if they reverse it).

Answer 70

These questions require the witness to mentally recreate the situation from different points of view e.g. describing what another witness present at the scene would have seen This is done to disrupt the effect of expectations and schema on recall. The schema you have for a particular setting (such as going to the shop) generate expectations of what would have happened and it is the schema that is recalled rather than what actually happened.

Answer 71

1) avoids direct questions, because this reduces the chances of the witness being asked potentially leading questions that reduce the accuracy of EWT 2)Avoid disruption because these may increase the anxiety of a witness that also reduces the accuracy of EWT

Answer 72

includes the interviewer not distracting the witness with any unnecessary interruptions to reduce the witness's anxiety levels. The witness controls the flow of the info. The police officer asks open ended questions and speaks slowly. The witness is asked not to guess any answers and to say I don't know if they are not sure of an answer. This is to avoid false memories. The types of questions used are context reinstatement and report every detail questions.

Answer 73

standard: VS Cognitive: 1) Free recall of event VS recall in the context the event occurred 2) Specific questions asked VS wider questions asked e.g. environment or emotional factors 3) Not as affective in helping the witness recall accurate info VS More accurate in helping the victim recall accurate info 4) No specific specialist training needed to conduct this interview VS specialist training needed to conduct this interview

Answer 74

There is experimental evidence for its effectiveness. for example, Geiselman et al (1985) found that using the technique got on average 12 more items of correct info than those using standard police interviews. Also, Fisher et al (1990) conducted a field test with detectives of the Miami police department and found that detectives trained in cognitive interviewing collected 63% more info than untrained officers using the SI. Strength of the CI because it provides causal evidence that this technique does improve the accuracy of EWT. Furthermore, because this research is conducted using real police officers interviewing real EWs it has high EV and therefore provides evidence that CI is more effective than SI in real life. However, Kohnken et al found an 81% increase of correct info but also a 61% increase in incorrect info (false positives) when the ECI was used. Therefore, although it may produce a vast amount of info, it may not always be practical or helpful in terms of allowing the police to efficiently investigate incidents, especially those seen as less serious.

Answer 75

A limitation of the use of the cognitive interview to improve the accuracy of EWT is that there is contradictory evidence about its effectiveness. Memon et al (1994) found that SI produced as many correct answers as the CI. Memon (1993) even found that some CI questions may even mislead witnesses. Limitation because this evidence indicates that Ci's may not increase the accuracy of EWT.

Answer 76

It takes longer to complete than the traditional interview technique. For example, Kebbell and Wagstaff found many police officers did not use the CI technique in less serious crimes as they did not have the time to carry out this type of interview. Police often used strategies to deliberately limit an EW report to the minimum amount of info deemed necessary to the officer. Limitation because while the CI may produce a vast amount of info, it may not always be practical or helpful in terms of allowing the police to efficiently investigate incidents, especially those seen as less serious.

Answer 77

For example, negative stereotypes about older adults 'declining' memory can make witnesses overly cautious about reporting info. However, the CI may overcome such difficulties, because it stresses the importance of reporting any detail regardless of its perceived insignificance. Mellow and Fisher (1996) compared older (mean age 72) and younger (mean age 22) adults memory of a filmed stimulated crime using either a CI or SI. The CI produced more info than the SI. The strength of the CI over the SI was greater for the older than for the younger ptps. Strength of CI because the evidence support its effectiveness

Answer 78

(+)Research demonstrates the CI is effective + counter (-)Not more effective (-)Time consuming (+)CI can be particularly useful when interviewing older witnesses

Memory Flashcards

(102 cards)