TEST 3

Question 1

MEMORY (3 TYPES)

Answer 1

1. Encoding
2. Storage
3. Retrieval

Question 2

ENCODING

Answer 2

primary, put it in your head

Question 3

STORAGE

Answer 3

take that information/portions of information, you process and store it

Question 4

RETRIEVAL

Answer 4

some of that information gets stored long term

Question 5

ENCODING PROBLEMS

Answer 5

• info comes, but we can’t take it all in, we must attend to some of it to keep it in
  
  • We may not be in a state to remember at all, ex: crime occurs in a very noisy place, dark place, intoxicated ppl, etc
  • Limited things/places you can focus on, only focus on stuff that’s relevant to us (attention to the gun pointed at you, not the clock on the wall)
  • Vivid events are more memorable (bank robber wearing pink socks)

Question 6

STORAGE PROBLEMS

Answer 6

• Memory involves active integration of information
  
  • Stored and recalled as a narrative
  • Specific details may be altered to fit expectations: distortions
  • New external information may be integrated
  • Interaction with others may alter storage

Question 7

RETRIEVAL PROBLEMS

Answer 7

• Decay of memory overtime
  
  • New info comes in, and we don’t have unlimited storage
  • No point in storing info that’s no long relevant
  • You remember things that are most self relevant, and that have been re-put into your brain
  • Recall vs recognition: recalling something is more difficult than recognizing it
  • Retelling: more resistant to misleading suggestions if you already told your story
  • Confidence: agreement of others hardens it
  • State dependant recall: context can create memory cues (bringing victim back to the crime scene)
  • Misinformation effect (loftus et al): someone else’s memory that you integrate
  • Students shown 30 photos of a bus: some see yield some see stop sign

Question 8

EYEWITNESS TESTIMONY (4 PROBLEMS)

Answer 8

1. EW MEM OPEN TO BIASES/ DISTORTIONS
   
   • Memory is not a photographic record
   • We are remembering a bigger picture; so a lot of the small details lost
   • Memory is selective (we notice things that are vivid, self relevant)
   • We look for confirming evidence not disconfirming bc we want to believe our memory is efficient
   • Memory is “logical” (just have to make sense to us)
2. EW MEM VERY PERSUASIVE
   
   • Better than nothing may have to be good enough (“at least we got something”)
   • Confident witnesses may be particularly convincing
3. FLASE COGNITION/LINEUPS SUBJECT TO ERROR
   
   • If someone shaves off their beard for example
4. LEGAL SYS OVERESTIMATES MEM RELIABILITY
   
   • Not that they don’t see memory as a problem, but they get the eyewitness memory only, and still go 100% in on it, without considering that person is wrong

Question 9

SEX. VIOLATION OF CHILDREN (have to understand…)

Answer 9

• Have to understand;
  
  1. what I’m doing, and what consequences do I reasonably produce
  2. The risks, and then see if it’s worth it
     Children don’t have the capacity to do this

Question 10

MEMORIES OF SEXUAL VIOLATION
Stephen, ceci, and brick (1993)

Answer 10

STUDY:
- Asked questions every week for 10 weeks about things they could relate to, but never happened to them
- Asked to tell the stories of what happened
- Almost 60% told stories that this actually happened
- Were the children just making it up or did they really believe it happened to them?

WHAT IT TAUGHT US:
- False memories feel and look like real memories
- Persistent memories can still be false
- False accusation can destroy people’s reputations and ruin their lives
- Even if exonerated, can continue to live under a cloud of suspicion

Question 11

ISSUES OF FALSE MEMORIES
(REAL memories also “feel and look like real memories”)

Answer 11

• Two sources of error:
  1. Rejecting a true incident of sexual violence as false
  2. Accepting a false incident of sexual violation as true
  • Both happen

Question 12

ONCE PPL STARTED SEEING CSA AS A PROBLEM, THEY:

Answer 12

LOOKED FOR IT MORE

• Others claim that many of recalled memories of incest and abuse were reconstructed false memories
• Produced by techniques such as visualization, hypnosis, and strong suggestions made to vulnerable people by authority figures

Question 13

CASES WHERE ACCURACY FOR CHILD RECAL CAN BE CREDIBLE

Answer 13

1. The children are asked not neutral, non leading questions in words they can understand
   2. If they have not been influenced previously by other adults

Question 14

CENTRAL PROCESSING

Answer 14

• Central processing:
  engaging w the data logically, rationally, carefully, thinking through what you’re hearing, operating on the basis of the evidence the person is presenting
• BASICALLY: BECAUSE THE INFO IS ACC GOOD

Question 15

PERIPHERAL PROCESSING

Answer 15

• Peripheral processing:
  
  • external cues or pieces of info that we access that isn’t rationally processed (can happen subconsciously) but is very influential in our judgements
• EX: “well he looked like my grandpa, and he’s an honest man so def telling truth

Question 16

COMMUNICATOR TRUSTWORTHINESS

Answer 16

1. CREDIBILITY
   
   • honest, believable, trustworthy and accurate
2. SIMILARITY
   
   • we believe someone is credible is the extent to which they’re like us (we are more sympathetic to people we can identify with, and harsher to the ones we don’t)
   • “this person is like me so they would act the same as I would”
3. APPEARANCE
   Stereotypical criminal appearance (wiseman, 1998)
   
   • The extent to which certain people look like a criminal
   • 2 same crimes; one baby face, other rugged
   • The stereotypical criminal guilty 41% of the time, baby face 31%
     Physical attractiveness (downs and lyons, 1991)

Question 17

ATTRIBUTING CAUSATION: ILLUSORY CORRELATION

Answer 17

· Illusory correlation: some thing’s influencing each other
idea that we notice say every time we wash the car, it rains, we remember those co-occurances,
you just remember the times it did happen because it’s more frustrating

Question 18

ATTRIBUTING MOTIVATION/ INTENTION: FAE

Answer 18

· Fundamental attribution error: someone snaps at you; they’re a jerk, not taking in why that happened.

Question 19

ANCHORING/ PERSEVERANCE EFFECT

Answer 19

· If someone is testifying first, they create the anchor to which everything else is compared, rather than treating every person’s story individually

Question 20

LANGUAGE IN THE COURTROOM: LAWYERS

Answer 20

• Abstract lang OR legal jargon (defense)
  
  • Can use shortcuts: terminology only certain people know
  • Jargon different language
  • Speak longer
  • Aggressive statement (both assoc w more prosecution)
  • Allow witness to testify a narrative style
  • Aggressive, active manner (witness more likely to describe incident as noisy and more violent)
  • Lawyer. Modeling how to talk for the witness
  • Emotion inducing questions (how much of the “fight” did you see?)
  • Getting at emotional activation

Question 21

LANGUAGE IN THE COURTROOM: JUDGES

Answer 21

• Instructions to disregard evidence
  
  • Simply saying “don’t think about this” it sends a message; “if I am not supposed to think about this it must be important”
  • Also, the more you try not to you won’t be able to get it out of your head
  • Process known as reactants when told not to do something, when told not to do something we are motivated to do the opposite
  • Instructions not only ineffective, but counterproductive
  • Information complexity (ex jargon, statistics)

Question 22

GENERIC PREJUDICE

Answer 22

• Generic prejudice (you are stereotyping or judging)

Question 23

NORMATIVE PREJUDICE

Answer 23

• Normative prejudice (extent to which people can be influenced, ex; people will be biased if they feel pressure to conform)

Question 24

SPECIFIC PREJUDICE

Answer 24

• Specific prejudice (attitudes and beliefs about the specific case, ex: case was about robbery and you have been robbed before, so you hold prejudice to the case before it even begins)

Question 25

INTEREST PREJUDICE

Answer 25

• Interest prejudice (you have a oil company guy on the stand and you’re an environmentalist, you have a specific interest to get him locked up)

Question 26

DEATH QUALIFIED JURORS

Answer 26

(if the death penalty is at hand, there will be bias if they have a strong belief in it/against it)
· Favour crime control
· More supportive of the prosecution
· Less supportive of protecting defendant rights
· Less supportive of the “due process” (not simply getting the evidence but extracting it the right way, not sneaky)
· More authoritarian