cognitive approach

Question 1

what is a schema?

Answer 1

how we link memories together

e.g.

shool->exams->stress->mental health

Question 2

what is Reconstructive memory?

Answer 2

when we are missing parts of our memory our mind fills in the gaps through media and stereotypes in schemas

Question 3

what changes do we make to information when we reconstruct our memory?

Answer 3

fill in the gaps

alter to others memories

Question 4

what is the goal of the innocence project?

Answer 4

prove peoples innocence

disprove eye witness testimonies

Question 5

what is the innocence project?

Answer 5

an organisation which are proving the innocence of those who have been convicted usually based on a EWT

they use DNA to prove their innocence (330 cases so far)

Question 6

what is a leading question?

Answer 6

a question that prompts or encourages the desired answer

Question 7

give an example of a leading and a non-leading question

Answer 7

L: “did. they have a knife/gun?”

NL: “did they have any form of weapon?”

Question 8

why shouldn’t police use leading questions?

Answer 8

false memories

false convictions

reconstruct real memory

Question 9

why should police use leading questions?

Answer 9

prompt already known information to secure a conviction

Question 10

Loftus and Palmer
Experiment One

what was the aim?

Answer 10

A: will leading questions change a witnesses estimate of speed after watching a car crash

Question 11

Loftus and Palmer
Experiment One

what was the method?

Answer 11

M: lab, independent, IV-verb, DV-estimate mph

Question 12

Loftus and Palmer
Experiment One

what was the sample?

Answer 12

S: 45 students from Washington University

Question 13

Loftus and Palmer
Experiment One

what was the procedure?

Answer 13

P: watched 7 films of car crashes (4 were staged 20,30,40,40mph).

after watching the films participants were asked to write a qualitative account of what they’d seen.

they were then asked to fill in a questionnaire (quantitive) all were filler questions but one.

“about how fast we’re the cars going when they ~~~~ into each other” smashed/collided/hit/bumped/contacted

Question 14

Loftus and Palmer
Experiment One

what were the results?

Answer 14

R: estimates of speed were NOT affected by the actual speed
smashed : 40.5mph
contacted : 31.8mph
when it was 20-40mph they guessed 36.1-39.7mph

Question 15

Loftus and Palmer
Experiment One

what was the conclusion?

Answer 15

C: reasons were because of response bias and memory distortion

Question 16

Loftus and Palmer
Experiment Two

what was the aim?

Answer 16

to see if a leading question will actually distort a witness’s memory

Question 17

Loftus and Palmer
Experiment Two

what was the sample?

Answer 17

150 students from Washington University

Question 18

Loftus and Palmer
Experiment Two

what was the methodology?

Answer 18

lab

independent

Question 19

Loftus and Palmer
Experiment Two

what was the procedure?

Answer 19

3 conditions, all participants watched one video of a car crash.

they were given a questionnaire to answer a series of questions, all were fillers apart from one leading question

condition one: smashed
condition two: hit
condition three: control

Question 20

Loftus and Palmer
Experiment Two

what were the results?

Answer 20

one week later where asked if there was any broken glass
(there was none)

condition one: 16 said yes
condition two: 7 said yes
condition three: 6 said yes

Question 21

Loftus and Palmer
Experiment Two

what was the conclusion?

Answer 21

leading questions produce memory distortion

Question 22

what is context-dependant memory?

Answer 22

our memory is affected by context. so if we learn and recall in the same context, memory should be better than if we learn and recall is ‘mismatched’ contexts

Question 23

what is cue dependency?

Answer 23

this is the idea that when a to-be-remembered items is stored in the memory, other pieces of information also present at the same time are stored with it.

these extra pieces of information can later act a cues to aid recall.

Question 24

Grant et al.
Experiment

what was the aim?

Answer 24

To demonstrate the positive effects of context upon memory

Question 25

Grant et al.
Experiment

what was the sample?

Answer 25

39 aged 17-59
(mean 23.4)
17f 23m

Question 26

Grant et al.
Experiment

what was the methodology?

Answer 26

lab
independent
opportunity

Question 27

Grant et al.
Experiment

what was the procedure?

Answer 27

Last around 30 minutes.

Told is voluntary and could leave at any time.

Noisy condition had general conversational hum

Had to read an accessible but unknown article on Psychoimmunology in either silence or noise.

Between the reading and the test they took a two minute break to stop recall from the STM.

They than sat a test with short answer and then multiple choice (to stop hints) in either the same or different condition.

At the end they were debriefed.

Question 28

Grant et al.
Experiment

what were the results?

Answer 28

SS=14.3
NN=14.3
SN=12.7
NS=12.7

Question 29

Grant et al.
Experiment

what was the conclusion?

Answer 29

Those in matched conditions recalled information better that those in mismatched conditions. Studying and testing in the same environment leads to enhanced performance.

Question 30

what is the human mind likened to?

Answer 30

a computer

the “Computer Analogy”