Eye Witness Testimony

Question 0

Explain the study of All ages

Answer 0

Children/young adults and the elderly were shown a video of a kidnapping.

Question 1

Who studied all ages?

Answer 1

Valentine and Coxon

Question 2

What did Valentine and Coxon’s study find?

Answer 2

• That the elderly and young children gave more incorrect information.
• Children were most effected by leading questions.

Question 3

What were Pozzulo and Lindsay’s findings?

Answer 3

• Children under 5 were less likely to make correct identifications when the culprit was in the line up.
• Children over 5 preformed as well as adults when the culprit was in the line up.
• Children under 13 were more likely to make a choice when the culprit was NOT present.

Question 4

Young children may produce distorted reports due to?

Answer 4

• Cognitive incompetence.
• May yield to pressure.
• Overconfident in their ability to make correct memory decisions.

Question 5

Gross and Hayne said to improve a child’s memory you should?

Answer 5

Get them to draw what they remember as their memories may be more visual.

Question 6

Older people have also found to?

Answer 6

Chose someone from a line up when the culprit is not present, and are strongly influenced by misleading information.

Question 7

Bartlett claimed that or memories can be effected by?

Answer 7

Schemas

Question 8

To improve the memory of older adults you should?

Answer 8

• Not expose them to anything that may distort their memories.
• Engage in detailed questioning.

Question 9

When studying people’s ages our memories have found to be most accurate when identifying someone of own own age, what is this called?

Answer 9

Own age bias

Question 10

Who supported own age bias?

Answer 10

Anatasi and Rhodes

Question 11

What were the 3 age groups Anatasi and Rhodes studied?

Answer 11

• 18-25
• 35-45
• 55-78

Question 12

Briefly explain Anatasi and Rhodes’ study

Answer 12

• Shown 24 photos representing different age groups which they had to rate for attractiveness.
• After filler activity they were shown 48 photos.
• 2 younger groups were more accurate than the older group.
• All were more accurate in identifying photos from their own age group.

Question 13

Loftus studied anxiety on memory, explain his study.

Answer 13

• Independent groups design.
• Participants heard an argument from another room then saw a man emerge.
• One group saw a man holding a pen covered in grease, the other a man holding a pen covered in blood.

Question 14

What were Loftus’ findings?

Answer 14

• 33% accuracy for the blood condition.

* 49% accuracy for the grease condition.

Question 15

What are the implications of Loftus’ study?

Answer 15

Due to independent groups design the people in the grease condition may have had better memories therefore lowering the internal validity.

Question 16

Deffenbacher studied stress on memory, what were his findings?

Answer 16

• 54% accuracy for low levels of stress.

* 42% accuracy for high levels of stress.

Question 17

Effects of anxiety on memory are inconclusive, why?

Answer 17

Because it depends on the person.

Question 18

Loftus and Palmer studied misleading information, explain their study.

Answer 18

•45 participants shown a film of traffic accidents.
•After each film they were given a questionnaire to describe the accident with specific questions;
‘How fast was the car going when the cars, hit, collided, smashed.
•Each verb was replaced.

Question 19

What were Loftus and Palmers findings?

Answer 19

• The group given the verb ‘smashed’ reported higher speeds, also claimed to see broken glass when there wasn’t any.
• The group given the verb ‘contacted’ reported lower speeds.

Question 20

The conclusions of Loftus and Palmers study?

Answer 20

• Leading questions can affect the accuracy of people’s memories.
• Leading questions can erase the correct information and replace it with false information.

Question 21

Criticisms of Loftus and Palmers study?

Answer 21

• Low in ecological validity due to people not taking it seriously.
• Low in external validity due to students not reflecting the wider population.
• Participants may have looked for clues as to what is expected of them (demand characteristics) therefore lowering internal validity.