Memory yr 1 Flashcards
1
Q
define the term coding/
A
the fromat in which info is stored in the memory stores.
2
Q
define capacity>?
A
the amount of info that can be stored in memory store
3
Q
define duration?
A
length of time the info can be held in memory
4
Q
what is short term memory?
A
is a limited capcity memory store, and info is coded acoustically by sound, capacity between 5 and 9 items on average and duration is 18 seconds.
5
Q
what is long term memory?
A
permanent memory store, coding is semnatically and has unlimited capacity store memories up for a lifetime
6
Q
who and what rseaerch was done on coding?
A
BADDELEY- gave different list of words to 4 groups that were
acoustically similar (words sound similiar) , acoustically dissimilar, semantically similar (word with similiar meanings) and semantically dissimilar.
7
Q
What did baddelely find about his fresearch?
A
PS shown orginal words and asked to recall them in order
those who asked to recall immediatly did worse on the acousitaicly similair words.
those who asked to recall after 20 minutes did worse on semantically simliar words.
so the things they did worse on was the ones that how info is coded by our STm and LTM.
8
Q
What is one strength of baddeleys research on STM coding?
A
one + of Baddeley’s work is he had identified two seperate memory stores. as the idea that STM and LTM bith code differently via STM acoustically and Ltm semantically. which is the important step in our understanding of multi store model of memory.
9
Q
What is one limitation of Baddeley’s work into coding for memory stores?
A
One - of baddeleys work is that artificial stimuli was used rather than meaningfull material. this because he used word lists that had no personal meaning to the PS. so baddeleys findings may not tell us much about the coding un different memory tasks.
when processing more meaningful information, some people may use semantic coding for STM tasks.
so they may have limited application.
10
Q
How and who researched capacity ?
A
JACOB- measured digit span - so he had given word list to the PS and read aloud in order, if all correct then they add on five more digits until cannot recall correctly
mean was 9.3 items and 7.3 fro letters.
11
Q
How did MILLER invetigate chucking and span of memory?
A
miller found that tings come in oddly sevens such as sevenly deadly sins seven days of week. so Capacity of STM was 7 or +-2
and recall five word easily than five letter though chunking and grouping.
12
Q
what is one strength Jacobs /research into capacity fro STM?
A
One strength of jacobds researech is that it has been replicated. This research was very old and new psych experiments were able to control the confounding variable ( the PS getting distracted during testing may have lead to their digit spans being underestimated).
but findings have been confirmed by other resreachers when the CV were controlled.
suggesting it is a valid study.
13
Q
What is one - of researchj into capacity study?
A
one - of miller study is that he may have overestimated STM capacity. other research had found that caspacity of STm is only about 4 and plu or minus 1 chunks.
suggesting capacity for STM is actually lower.
14
Q
Who inevtiagted duraction of STm and how was it cariried out?
A
petersion and peterson
tested stuidents in 8 trials
each trial they were given consanant sylables such as YCG to remember and a 3 digit number
they were tild to repeat the number from backwards to astop mental reahrsalof consanant sylables.
on each trial told to stop after 3 6 9 12 15 and 18 seconds
after 3 secodns recall was 85% and 18 seconds was 3% so
STM duartion is 18 seconds unless we keep repeatng it
15
Q
How was duartio of LTM researched into?and by who?
A
BAHRICK- collected shcool year book from american students aged between 17 and 74.
they were tested via free recall test wherre they named any names of the graduating class and photo recogntion name tes from photos.
16
Q
what werre finsings of BAHRICKS LTM DUARTION study?
A
Ps within 15 yrs of graduating had 90% accuracy
after 48 yrs it went to 70%
and fro name recall it was 60% fro those in 15 yrs and 30% fro those after 48 yrs of graduiatiing
17
Q
What is one limiattion peterson and petersons study?
A
One - is that meaningless stimlui was used in the study.
however the stuidy may not be completely irrevlant becasue sometimes we do try to remember random things
such as phone numbers but still consonant syllables doesnt reflect everyday memory activities.
means that study lacks EXTERNAL VALIDITY.
18
Q
What is one + of bahricks LTM study?
A
one + is that it has external validity.
This ibescause the researchers investigated meaningful memories such as people faces and names
when this study was replicated but without meaningful stimuli - so random pictures, recall rates were lower.
so bahricks findings reflect a real estimate of the duration of LTM.
19
Q
What does the multis tore model of memory consists of ? its basic units list inly names and direction
A
stimulus from environment sensory register stm and ltm
20
Q
Describe the coding feature of the sensory register?
A
all stimuli from environment enter the sensory register and compromised of 5 senses
coding is modality specific meaning it depend on the sense. so th store coding fro visual info is iconic and store coding for sound is echoic acoustically.
21
Q
describe duration of sensory register?
A
is very brief lasts than less than half a second
22
Q
Describe the capacity for sensory register ?
A
high capacity over 100 millio cells in eye each storing data.
and info only passes onto the system if you pay attention to it
23
Q
What is one strength of the multi store model of meory?
A
P one + of MS is reaesrch support to shows that LTM ans STM are different.
E: support comes from studies of capacity and duration such as BAHRICKS study of duration STM and LTM.
E: for example baddeleys has found that we tend to mix our up word sthat sound similiar due to our short term memory and mix up words that mean similiar when using our LTM.
L: studies show celarly that short term memoery and long term mmeorry are spereate stores by the MSM.
24
Q
What is one limiation of the MSM?
A
P- is that there maybe more than one STm store.
E- evidence comes from researchers who studie a client know as KF who had amnesia which was a memory disorder and found that digits were read out load to him he had poor recall, but was better when he read them himself.
E- suggesting that MSm is wrong in claming that there is just one STm store fro processing different type of info.
L- so visual and auditry.
25
What is another limitattion of MSM?
One limitation is that problonged rehearsal may nt be needed fro transfer to LTM.
This is because according to the MSM the more you rehearse somehting the more you likely to transfer it to your LTM.
howveer a researcher argued that the TYPE of rehearsal is more important than the amount.
/called elabortave reherasl needed for long term storage.
which is where u link the info t oyur existising knowledge or think abotu what it means- so it can be trabfered into LTM without prolonged rehearsal..
suggesting that the MSM does nt ful explain how long term stirage can be achived.
26
Who investigated long term memeory and how many types are there and what are they??
tulving , 3 types.
epsodic semantic and procedural
27
Describe episodic memory?
is our ability to recall events in our lives so their like remembering episodes of our lives/personal experiences and are usually complex.
for example your 16bth birthday party or when u hada fun moment in class.
28
What three things can describe the episodic memory?
time stamped- so you remeber when they happend aswell as what, so the different events happend at what time.
episodic memories contain several elemnts such as objects and people who were there.
thirdly, you have to make a consiour efort to recall these memories.
29
Describe semantic memory?
an type of LTM that cotains knowdlege pf the world or facts such as the meaning of word of the capital of each country.
30
What three things can describe the sematic memoery store?
is that it contains knwodlege of a vast amount of concepts and related to them.
not time stamped and less personal as they maybe facts we al share.
constantly being added to and collected of new material and is often less distorted or less likley to forget comapred to episodic memories.
takes a concsious effot to recall them.
31
Describe procedural memory/define?
a type of LTM that is fro our memory of skills or actions( how to do things/procedures)
32
What are 2 things that describe the LTM/ procedural memory?
meory fro how to do things rather then events such as dricing rding a bike or swimming .
ability becomes automatic and doesnt usually take our consious to carry it out due to practice of it.
and best shown when actually doing it rather than describing it.
33
What is one strength of long term meo=ory types?
P one strenght is that there is clinical evdicine from HM and clieve wearing case studies.
E Evidinece comes from bith men having a severly impacted episodic memory due to brain damage, but semantic mmeories were still unaffected. becasue they still undertsood the meaning of words.
E: fro example Hm knew what a dog was but couslnt recall that has had just stoked the dog already half and hour later. and procedural mmeories were still intact becuase wearing knew how to play the piano.
L: therfroe this suggests that there different memory stires in LTM and on can be damaged but not the other.
34
what is one counteroitn against clinical evdiince for long term memory types?
case studies arent perfect in that they lack control of varaibles. such as the researche had no eay of controlling what happend to PS before or after the injury and diffuct to know the individuals memory befroe the damage and hard to judge how much it got worse afterwards.
so lack of control limits whhat clinical studies may show about LTM types.
35
What is onelimitatio of LTM types?
P one - is that there is conflicting neuromingaing evidience taht link type of LTM to the brain.
E- evidince comes ffrom rsearcher who saw location of epsodic memorues and semantic memory stires suchas the semantic of left side of prefrontal cortex and episodic on the right.
E- however other rsearch links left prfrontal cortex to encoding of episodic memories and the left fro retirving episodic memories.
suggesing that there is por arrangemnet of rach type of LTM maybe located.
L
36
What is another stregtnh of LTM types?
Real world application
This is because it can help psychlogits idefy problems with memory that are age related. because as people age they have memory loss which manily epsiodic memories, such as harder to recall perosnal events or experineces that maybe recent.
a researcher devised an intervention to improve episodic memories in older people and found that the trained group scored better on a test of EPS memory comoared to control group.
which shows that distinghsuing between different types of TM can help specfic treatemtn to be developed to help older people.
37
Defin the working memory model ?
a represenation of short term memory and suggest that STM is organised and how it funtions.
38
What are the 4 aspects of the wprking memory model?
central excutive , phonlogical loop, visu spatial sketchpad and episodic buffer.
39
What is the role of the central excutive and how does it code and what is its capacity?
has supervisory role and moniters incoming data, divides and focuses our attention
and loactes tasks to subsytems.
limitided capacity and cannot store information
40
What is the phonlogical loop responsible for and how can it be divided up?
deals with auditory info so coding is
acoustic
and can be dividede into phonological stores which stores the words we hear
articulatory process which allows maintenance rehearsal so that so that sounds are repeated in a loop and has capacity of 2 seconds of what you say
41
What is the visuo spatial skethcpad responsible fro and how does it code/capacity?
has limited capacity upto 3 or 4 objects
and it stores the visual and spatial information
42
what can the visuo spatial sketchpad be divided into?
visual cache storing visual data such as what a chair look like
inner scribe- recording the arrangement of objects in the visual field.
such where that chair maybe in a room
43
What does the episodic buffer responsible for? 2/3 key points
is a temporary store of info
that combines visual spatial and verbal info processing by other stores and mainatins a senese of time sequencing such as when these events happend
it can be seen as the storage component fro CE
44
what is the capacity for episodic buffer and its coding?
limited capacity of 4 chunks
and episodic buffer links working memory to LTM. and wider cognitive processes.
45
what is one + of the working memory model?
P- one + of the WMM is that it has clinical evidence to show the separate stores.
E- evidence comes from the KF patient that could recall letter and digits immediately was better than when he read them (visual) compared to when he heard them (acoustic)
E- which meant that he could process visual infro normally compared to poorly processing auditory info
L showing that his phonological loop was damaged by VSS was intact.
46
What is another strength of the WMM?
P- another strength of the WMM is that dual task perfromnace studies by baddeley showed the sepreate existance of the VSS.
E- evidience comes from baddeleys PS carrying out a verbal task and visual task at the same time (dual task) and performance was the same to when they carried out these taskes seperatly. But when asked to complete a task that were both visual, then peroformance went down.
E This is because the bith visual tasks were competing fro the same sub system- VSS but wasnt any comptetion when carrying them out togther.
L- therefore this is a + as it shows the VSS that process visual input and one for verbal processing PL.
47
What is one - of the centeral excutive?
P- one - of the WMM is that the nature of the CE actaully unclear.
E this is because baddeleys had said that the CE is the most important but least undertood. so its need to be more specific than just simply paying attention.
E - some psycholgists believe that the CE may consist of seperate sub components
L- therefore this is a limitation becasue the CE isnt a cpomlted component of the WMM which questions the integrity of the store.
48
What is one strength of interferance as an explanion for forgettibng?
P- one + is that there is evidence that interference can take place in real world situations
E- Evidence comes from researcher who asked rugby players to reccval the names of team member of the opposing team. the player all played for the same time but number of intervening games differed because some players were missing due to injury.
E- they had found that those who played the most games has the poorest recall due to more interefnace fro memory)
L- therefore this show sthat interferance cann opertae in soem real world context enhancing the validity of the theory.
49
50
What is one -/ counter point for the real world interefeance point of the interferance theory?
however one limitation is that ist is uaully unusual
because the conditions nesccary for interference to occru is rare unlike labd studies that have a high degree of control over vraibales so ,make it more likley that interfance can happen.
so it may occasionally happen but not all the time.
suggesting that fiorgetting in LTM can be better explained by other thoery such as retrival fail;ure.
51
define interferance as an explanation for forgetting?
when two pieices of info dirupt or block the memory of another cauing it to become distorted or forgotten
52
What does the interfercace thoery propese as a explantion fro forgetting in the LTM?
that because memois in LTM are mostly permanent we cant get access to them even though they are still avalible.
53
What is proactive interference?
is hwne a older memeory interferes with a newer one- so the newer memory is that one that is getting affected.
54
What is retroactive interfencae?
when the newer memory interferes or blocks older memories- so that older memories are getting affected.
55
Describe the procedure of the research for interefeance?
researchers looked atretroactive interefacne- by creating 6 DIFFERENT GROUPS
1- synonmys
2-anotnyms
3- words unrelated to orginal ones
4- consonant syllables
5- three digit numbers
6- rest condition no new list (control group)
56
what were the findings and conlcusion of this research?-inteference reeseach(with 6 groups)
when PS recalled orginla lst of words the most simsiliar words - synonmys produced the worst recall
shwoing interference strongest when memories were similar.
this could be due to two resaosn either PI - link to research or RI
57
what is another strength of interfenace as an expla tion for forgetting?
P- another strength comes from researc support from drug studies- retrograde facilitation
E- evidence comes from researcher who gave a list of words fro PS to learn while on drug diazepam compared to placebo group. But when learned before taking the drug recall was improved
E- which lead to the explantion that the drug prevented new informatio n from reaching parts of the brain that involved memory [processing- so cannot retroactively interefer with the memories.
L- showing that forgetting can be due to interferance.
58
What is one limitation of interefearnce as ana explantion of forgetting?
P- one - is that interferance is temporary and can be overcome by using cues.
E- this is evidinet when researches gave PS a list of words organised into categories but PS didnbt know these categories. recall was 70% for frist list but came even more worse when they learned more words in different lists (which is procative interfeance)
E- but when given the categories of the lists recall was 70% again
L- hwich shows that interference is temporary and taht the loss of accessibly to the LTM is still able to through cues- which isnt predicted by the interferance theory.
59
How does retreival failure explain forgetting in LTM?
is a form of forgetting taht occurs when we dont have the necessary cues to access memory that where there the first time you learnt it or when the memory occures.
60
What does the encoding specificty principle state?
It states that if a cue is helpful it has to be -
1- present at time of when we learn the material
2- present at the time of retieving the info
and if these cues arent avaible at retival then there will be some forgetting
61
what are the two type of cues that are coded in a non meaningful way? and what are they?
Context dependant forgetting- recall depends on external cue so weather or place
state dependant forgetting: internal cues such as being upset or drunk
62
Describe the procedure of the research done on context dependant forgetting?
Researcher had studueis deep underwater sea divers to see if training on land would help them or inhibit them working under water
when learning a lost of words
On land- recall on land
On land- recall underwater
Learn underwater- recall on land
learn underwater- recall underwater
63
What were the findings of the research on context dependant forgetting?
On the non mathcing conditoions recall was 40% lower - the external cues avaiable at the time of learning were different from those at recall leading to retirval failure
64
Who were the reseacher who carried out research on state deoendant forgetiing?
CARTER and CASSADAY
gave antihistamine drugs that had mild sedative effects that made them feel slighlty drowsy
which creates a differet intrnal physiological state from being normally awake.
They were given lists of words to learn
Learn on drug recall o drug
learn on drug recall not on drg
learn not on drug- recall on drug
learn not on drug recall when not on drug
65
What were the findings of carter and cassadays research?
When in conditions of mismatch between the internal states at learning and recall their memory performance was alot worse.
66
What is one strength of retrival failure thoey?
PRACTICAL VALUE/RWA
P- one + of retirval cues is that it can help to overcome some forgetting in some sitautions.
E- an example of this maybe when you're in a room and you think to go get something from another room but when you enter another room you forgot what you needed.
E- but when u go back into the first room you rememer again- shwoing that its worth the effort to recall the envrioment in whcih we learned or thought of it first.
L- therefore it can remind us of startegies we can use in the real world to imrove our recall
67
What is another strenght of retival failure theory?
RESEARCH SUPPORT
P- shows the rettival failure explantion
E- studies on context and state depednat forgetting show that the lack of relevant cues at recall can lead to these tyopes of forgettin in everydaya life
E- other memory researcher have also foudn that RVTF is the main reason fro forgetting in LTM.
L- showing that it can occur in condtioins of a lab and in real world situations.
68
What is one limitation of the retriavl failure thoery?
P- one limiation of context effect may dependa on the type of memory being tested
E- Evidienece ceomes from researchers who replicated the nder water and recall on land study but instead recogntion instead of recall. and say whether they recongised the words from the list
E- when recontiong tested there was no context dependant effect and performance was the same in all conditions.
L- sugesting that retrival failure is only a limited explantion fro forgetting becasue it only applies when person has to recall nfo rather than recognise it
69
70
What is the overvall assumption of anxoety affectng our memeory?
that its akes recall worse because it makes our body worried and physocioligcal arousal in the body prvenets us from paying attention to cues.
71
Who were the researchers who investugated the negatuve effect of anxiety of EWT?
johnson and scott
72
What tyep of study was the johnson and scott study?
a lab study
73
describe the procedure of the johnson and scott study?
lab study
in low anxety condition PS were asked to sit outisde a waiting room hearing a normal casual conversation
thena fter a man with grease covered pen walked out and past them
In high anxiety condition the PS heard a heated argument with breaing glass who saw a man with a knife covered in blood
74
What were the findings of the johnson and scott study?
The PS were then asked to pick out photos that had the mans face on them and 50% of those in low anxity cndition were able to idenftiy him.
in high anxity condition it was 33% that could only spot the man from photos
75
explain the findings of johnson negatve effect of anxiety study?
The tunnel theory can explaing the memory of the PS in study becasue in high anxiet conditon only 33% of those could identify the man comaored to 50% in low anxiety condition----------
becasue they focused tunneled their vision onto weapon/only one aspect of a scene. nd not recall anyhting else.
76
What does the psoitve effect of anxiety affect recall?
it arugues during physoclogical arousal of body the flight or fight response it activated mwnaing we become more alert so we improve our memory for te event.
77
Who inestatgeted postive effect of anxiety on EWT?
yullie and cut shaw
78
Describe the procedure of the study by positv efeftc sof axiety of EWT?
a study was conducted of a shooting in canada where the shop owner shot the thief dead.
21 witnnesses in which 13 took part
interviewes were conducted 4 to 5 months after the event and were comared to the police interviwes right after the event at time of sooting
79
How was the level of acfuracy measure or determines in the interviwes of postive effects of anxiety on EWT?
the accracuy was deteremined by the number of details given and were asked to rate their feelings of anxiety ona 7 point scale
and report any emotional problems they had.
80
Describe onlyyy the findings of the yullie and cutshaw study? and what does this suggest?
Most of the details were very accuarte and was only little chnage in recall accurcay after 5 months
those with highest level of stress recal accuracy was 88% compared to 75% in less stressed group.
that anxiety may not have ahuge affect on accurcay of EWT in real world context or may even enhance it.
81
What did the findings of bith studies of anxiety on accurcay of EWT show?
Yerkes dodosn law states that u need to have optimum level of anxiety to recall an event
becasue if you have too ow anxiety then not enough of the emotional and physiological chnages in our body will occru to allow us to rmember things but if too much then this will decline pur memory
inverted U
82
What is one limitattion of the negtauve effetc of anxety on EWt study?
P: one limitation of the study of johnson and sct is that it maybe testing unsualness not anxiety.
E: this is becase maybe the PS focused on the weapon cos they were suprised instead of scared.
E: evidince comes from a study that used a chicken, scissors and a handgun as handheld items in a salon video where the sciccors where high anxiety but low unusualness
and EWt accuarcy was poorere in high unusallnes condtioinsuch as the chicken.
suggesting that in high unsuallnes maybe causing the higher recall in johnson and scott study because the man with thr grease pen is unusual so only ofcused on that rather than the actual situation itsself,
L: suggesting that weapon focus affect may be dues to unusualnness not axiety so cannot tell us much about effect on anxiety on EWT.
83
What is one strength of the effect of anxiety negatuvely on EWT study?
RESEARCH SUPPORT
that shows anxiety may have a negative effetc on EWT accuracy
E- evidience comes from researcher who used an objectiv meausre of anxiety - heart reate to divide participiant into high and low anxiety groups in the LONDON dingeon labrynth
E- and those in high anxoety condition with higher heart rate had lowest recall about the actor in the london dngeon
L- suggesting that high level of anxiety can have a negtiave effect on EWT of a stressful event.
84
What is one strength fro the postive effect on anxiety on EWT?
P: one + of the psotive efetc of anxiety on EWt is that it has RESEARCH SUPPORT
E: evideince comes from a stidy that interveiwed witnesses in actual bank robbery in sweden.
some of those were directly invilved such as the bank worker and some indirectly involved such as a by stander. It was found that those who were direcetnyl involved most anxiety had most accurate recall but overall 75% accurate acroll ALL witnsses.
E: sugegsting that findgins from actual crimes confrim that anxiety doesnt reduce acraucy of EWT buy imrpoves it.
L: so its is a stregnth fro the reesrach into postive effect of axiety on EWT.
85
What could be a counterpoint of positive effect of anxiety on EWT strength point?
is that it becasue the interviwes taken place in sweden were etween 4-15 months after they had taken place which means there was no controlover what happend to the PS over time such as PED
- so lakc of control over confounding variable maye be respobsile for these findings making it not valid.
86
What is misleading info and how can it affet accrcay of EWT?
is the incrorect info given to an eyewtiness after the event ushc as PED or leading questions
87
How can misleading questions affect EWT?
can leaddd you to a certain answer-and is an issues when the police ask questions that could affect the eyewitnnesses answer and decision.
88
summarise the procedure of loftus and Palmers research?
they gathered 45 PS to watch a film in which a car accident ocured and then answered questions after
the leading questions added was how fast where the cars when they hit each other- to make it leading they subtistyted the word with contacted bumped or smashed.
each group ad different verb- 5 groups
89
What werethe findigs of this study?
mean estimate fro speed for the gorup with verb collided was 31.8 and for SMASHED it was 40.5 mph
90
Why do leading questions affect accuarcy of EWT - explain using key terms?
The response biad explantion suggest that the leading questions doesnt affect their meory at all but just affects how they decide on a answer - when given verb smahsed it lead to a higher speed estmate
or
SUbstition explantion is that the wording of the leadong question chnages the memory of the scene because those who given the verb smahsed had reported of seeing broken glass- so altered the memory of the accident.
91
Who conducted research on PED?
fiona gabbert
92
Describe the procedure of the PED research?
she put PS n pairs and each of the PS watched the a video of the same crime but had different angles views- so the other PS could see an elemnet of the clip that the other PS could not.
such as the name of the book carried by a woman
PS allowed to disucess and then complted test of recall
93
findings of fiona gabberts research on PED?
71% of PS had mistakenly reccaled parts of the videos that wasnt in their clip that they watched but had picked up in discussion compared to control group with 0%
94
Why does PEd affect EWT and whatare he two ways?
MEMORY CONTAMINATION- when the ps discused with one another their memories had become distorted becasue they combined the other info with their own memories.
MEMORY CONFROMITY- witness wanted to go along with each other to eother win socail approval or the other witness were right or wrong so actual memory remains unchnaged.
95
What is one strength of research int misleading info?
RWA
P- one + of misleading info is that it cab have practicaluses in CJS
E- evidince comes from loftus and plamers study that shows phrasing the question can really impact or chnage the way a EW may answer in interviwes as it can distort memory
E- psycholgist are aksed as expert witnesses inc court trials to expaing the limites of EWT to juries
L- therefore this is a + as it can improves the way thelegal system workds and can protect innoecnt people from being convcited based of unreliable EWT.
96
What is one ocunter point limitation fro RWA on misleading info by loftus and plamer?
is that becauce a fake scnareio in a lb its a diff epxperinec from actauly being in stressfull event and s o less presuure and no consequences of answering differently so less motivated to be accuarte
97
What is one - of evidience against substituin explantion?
P-one - is that EWt maybe more accurate for some aspects of an event than others.
E- evidinece comes fro researcher who showed a clip to PS and were later aksed misleading questions. But thir recal was more accurate fro central details of the event compared to periphreal ones
E: suggesting that maybe memories focused on central of event are resisstent to misleading nfo
L- suggesting that susititi maybe worng in saying memories dont always chnage depeding on certain apects of an event,
98
what is one limiation of memory conformity explantion in PED research?
one - is that there is eveidnece that shows the memory conformity explanion may actually chnage the EWT
evidinece comes from rsearchers showing pS a clip that had two versions a mugger hair was dark brownand one light brown
pairs discussed
and fiund that they didnt report what they saw in the clips but reffered to the ugger hair as medium brown as a blend of the two
sugegstig that menory had altered throigh contamination rather than memory conformity.
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What is the aim o the cognitve interview?
a method of interviwieng EWt to retrive more accurcate memories
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list the 4 techniques used?
report everything reinstate context. revere the ordere, chnage perpsective
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How should the first step of cognuive intervwies report everything be carried out?
tell the EWT to report eveyrhting even small details or things that they may think is not important as it can help trigger other memories
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how should the second stage pf the CI interviwes be carried out ?
in reisnstate the context- witness shodl return to the original scene in their mind and imagine the envrioment and whattheir mood was like-
this is related to context depenedant frgetting
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How shold the 3 stage - reverde the order of CI be carried out?
why is this done?
So recall the event from different sequence from middle to beggining or finish to start
to prevent people from reporting any expectations of how the event must of taken place rather than actual event- prevents dishonesty
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How should the chnage the perpetive stage be carriied out in CI?
and why?
The EW should recall the scene from another persons perspective such as from the perpetrator
this is to disrupt the effect of expectation and schema on recall
because the shcme can generate expectation of what it may be like to enter a shop and how it would have happend
so schemea gets recalled instead of the actual event
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What is othe enhanced cognitive interviwes?
addtional elemest added to the CI such as when to make eye contact and when to stop it during the interview and reducing the EWT anxiety and minimising distarcrtions
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What is one + of the CI?
evidience fro its effectivness
P- one + comes from eveidince supporting its effectivness
E- this comes from a meta anlaysis that combined data from 55 studies comparingthe CI with the ECI and standard police interviwe
E- and found a 41% incrsease in accurate info compared with standard interviwe
L- This shows tat the CI is an effetcive techniwues for helping witnesses recall nfo that is avaible n their mmeory but not immedialety accessible.
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What is one - of the CI?
P- is that some ELEMNTS MAYBE MORE USEFUL, some being more effetive than other or equally effective
E- evidience comes from researchers who foudn that each of the tecniwues used alone producced more info than the standrad police interview but when using a combo of report eveyrhting and reinstate the context
E - they had proudced a better recall thn the other elements- which confrimed the oliceofficers doubts that some aspects of the CI were more useful than others.
L- which may cast some doubt on the credibility of the CI
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What is another - of the CI?
P- one - of the CI is atht it is time consuming becasuing it takes more time to conduct and reires training compared with standard police interviwe
E- this is becasue ore time is need to establaish a rapport with the EW and allow them to relax. the interviwer also needs special training which the police force dont any more than just a few hours to conduct the interview
L - therfore suggesting that this is a limition becasue the CI cat be relaistically used for plice officers and is better to only focus on few elements
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