MEMORY Flashcards
1
Q
Define memory
A
The ability to retain information, even when the original piece of information is no longer present
2
Q
What are the three processes that memory is made up of
A
Coding
Storage
Retrieval or recall
3
Q
Define coding
A
Taking the information in. Includes transforming the incoming information into a form that can be stored in memory
4
Q
What are the three main types of coding
A
Visual, acoustic and semantic
5
Q
Define storage
A
Maintaining the information
6
Q
Define retrieval or recall
A
Being able to take the information from where it is stored
7
Q
What two categories can memory be split into
A
Short term and long term
8
Q
Define capacity
A
How much information can be held
9
Q
Define duration
A
How long the information can be held for
10
Q
Who developed the multistore model of memory
A
Atkinson and Shiffrin
11
Q
What are the 3 memory stores in the multistore model of memory
A
Sensory store / sensory memory
Short term memory
Long term memory
12
Q
What is the what is the input into the sensory store in the MSM
A
Information from the environment (from 5 senses) passed through sensory memory
13
Q
What does the sensory memory act as in the MSM
A
A passive filter
14
Q
How does sensory memory lead to the next memory store in MSM
A
When attention is paid to stimuli in the environment it is converted to short term memory
15
Q
How can information be kept in the short term memory of the MSM
A
Through maintenance rehearsal (repeating)
16
Q
What happens to information that doesn’t go through maintenance rehearsal in the short term memory of MSM
A
Forgotten through trace decay or displacement
17
Q
Define trace decay in short term memory of MSM
A
Information gets less clear and fades over time
18
Q
Define displacement in short term memory of MSM
A
Limited number of slots in short term memory is filled with new information and other information is replaced
19
Q
How does short term memory lead to the next memory store in MSM
A
Information is passed to the long term memory through elaborative rehearsal
20
Q
What can happen during encoding of information from the short term memory to long term in the MSM
A
Encoding failure where some or all information is lost
21
Q
How can information be lost from long-term memory in MSM
A
Retrieval failure, interference or decay theory
22
Q
What is duration like in sensory memory of MSM
A
1/2 a second
23
Q
What is duration like in short term memory of MSM
A
18 seconds
24
Q
What is duration like in long term memory of MSM
A
Unlimited
25
What is capacity like in sensory memory of MSM
Large capacity
26
What is capacity like in short term memory of MSM
7+/-2 items
27
What is capacity like in long term memory of MSM
Unlimited
28
What is encoding like in sensory memory of MSM
Sense specific
29
What is encoding like in short term memory of MSM
Acoustic
30
What is encoding like in long term memory of MSM
Semantic (mainly)
31
Draw the MSM
Check notes for answer
32
What are the 6 strengths for MSM
Shows separate short and long term memory
Impressive amount of evidence for the model
Explains how information can be moved from any sense and transferred to STM
Can be used to explain how rehearsal can be used to keep information in STM
Explains link between STM and LTM
Shows how information can be lost from STM and LTM
33
Who’s evidence supports MSM showing short term and long term memory are separate
Baddeley, STM coding is acoustic, LTM is semantic
34
What are the two parts of MSM that have impressive amounts of evidence for
Example case study
Existence of the parts of this model and the way the separate stores work in interaction with one another
KF brain damage
35
What are the 4 weaknesses for MSM
Evidence from the working memory model suggests there is more than one component to STM
Doesnt show multiple types of LTM
Rehearsal is not the only way information can be encoded into LTM
It is a cognitive model and created from abstract ideas
36
What evidence suggested there is more than one components to STM
Evidence against MSM
Dual task paradigms - Robbins et al
37
What evidence shows multiple types of LTM
Evidence against MSM
Cohen, Tulving
38
What needs to be done with MSM being a cognitive model to make it more scientific
Needs to be made more scientific by being mapped onto specific brain regions.
39
What did KF brain damage provide evidence for
STM and LTM being separate
40
What happened to KF, what was his condition that provided evidence
Suffered brain damage from a motorcycle accident
Long-term memory was undamaged
Could only keep two pieces of information in STM (shld be able to keep 7)
Shows LTM and STM are separate
41
What did Miller provide evidence for in memory
Capacity of STM is 7(+/-2)
True regarding numbers or letters
42
What did Peterson and Peterson produce evidence for
Duration of STM is 18 seconds
43
What was Peterson and Petersons experiment when testing STM duration
Participants show a trigram (3 consonants)
Asked to recall trigram 3,6,9,12,15,18 second later
Given an inference task in between to interfere with auditory rehearsal
44
What was Peterson and petersons findings for duration of STM
Participants could easily recall after 3 seconds, very few could recall after 18 seconds
45
Who showed that there are different coding’s for STM and LTM
What did this tell us about the two stores
Baddeley
They are separate
46
What type of coding is STM
Acoustic
47
What type of coding is LTM
Semantic
48
What was the method to Baddeley’s investigation into types of coding for STM and LTM
What were the two conditions
Participants shown a list of words
First condition they were asked to recall the list immediately (STM)
Second condition they were asked to recall hours later (LTM)
49
What was Baddeley’s findings for each condition when investigating coding of STM and LTM
When asked to recall words straight away (STM) errors were acoustic e.g. cap instead of cat
When asked to recall words hours later (LTM) errors were semantic e.g. small instead of little
50
What did Baddeley’s findings mean for types of coding in STM and LTM
Errors in STM were acoustic so coding is acoustic
Errors in LTM were semantic so coding is semantic
51
Who investigated the duration of LTM
Bahrick, Bahrick & Wittenger
52
What was Bahrick, Bahrick and Wittenger’s participants when testing duration of LTM
400 ex high school students
53
What was Bahrick, Bahrick and Wittenger’s method when testing duration of LTM
Students asked to free recall the names of their yearbook and asked to recall names attached to faces
54
What was Bahrick, Bahrick and Wittenger’s findings when testing duration of LTM
What does it suggest about duration of LTM
After 34 years, participants were still able to name 90% of their year book.
LTM lasts over 34 years
55
What were the 3 weaknesses of Bahrick, Bahrick and Wittenger’s experiment testing duration of LTM
Some student may have met up later and had memory reinforced
Some students may transfer in later
Some students may have never learned some of the names of the 400 students.
56
Who provided further dive de on the way STM is encoded
Conrad
57
What was Conrad’s method when testing the type of encoding for STM
What were the two conditions
Participants were presented with 6 letters at a time
First condition letters were presented acoustically
Second condition letters were presented visually
58
What was Conrad’s findings when testing the type of encoding for STM
What does this mean the type of encoding is for STM
When asked to recall just a few seconds later errors were acoustic even when letters had been presented visually.
E.g. confusion between C and V which sound similar but don’t look similar
STM encoding is acoustic
59
What are the 3 types of LTM
Episodic, semantic and procedural
60
What is episodic memory
Refers to autobiographical memory and storage of pacific events or ‘episodes’ that occurred in a particular place or time
61
What type of memory is episodic memory and why
Explicit, we know we have the memory and it must be consciously recalled
Declarative
62
What is semantic memory
Memory for meaning of words, concepts or general knowledge
63
What type of memory is semantic memory
Explicit and declarative
64
What is procedural memory
Memory for skills
E.g. riding a bike
65
What type of memory is procedural memory
Implicit memory, not dependant on concious recollection
Non declarative, cannot say how you know
66
Define explicit memory
A memory we know we have and a memory that must be consciously recalled
67
Define implicit memory
A memory that is not dependant on conscious recollection
68
Define declarative memories
Ones where we can consciously describe knowing it
Knowing that
69
Define non declarative memory
You cannot say how you know it
Knowing ‘how’
70
What are the 4 evidence points for investigating the 3 types of LTM
Positive and negative
Real world application
Conflicting neuroimaging evidence
Semantic and episodic are separate from procedural
Episodic is separate from semantic
71
What is the real world application for understanding types of LTM
Allows psychologists to help people with memory problems.
As people age research shows they lose new episodic memories but not older ones
Enables specific treatments for be developed
72
Who devised an intervention to improve episodic memories in older people
Under realworld application for understanding 3 types of LTM
Belleville
73
Who reviewed evidence regarding location of semantic and episodic memory
Petersen and Buckner
74
What did Petersen and Buckner located for LTM in neuroimaging
Semantic memory is located on the left side of the prefrontal cortex
75
Who researched the separation of semantic and episodic memory from procedural
Cohen
76
What was Cohen’s findings on semantic, episodic and procedural memory
What did they mean
Amnesiac patients have an impairment for semantic and episodic memory, but procedural memory is intact
Shows procedural is separate
77
Who showed that episodic memory is separate from semantic memory
Tulving
78
What was Tulving method when locating episodic and semantic memories
Gave participants episodic and semantic memory tasks while observing regional cerebral blood flow
79
What was Tulvings findings for the locations of episodic and semantic memory
What do findings mean
The front of the brain was more active for episodic memory tasks
The back of the brain was more active for semantic memory tasks
Shows the two types of LTM are separate
80
Who coined the name episodic memory
Tulving
81
Who underlined the distinction between episodic or semantic memory and procedural memory being the difference of knowing that and knowing how
Ryle
82
Who came up with the working memory model
Baddeley and Hitch (1974)
83
What came first the multi-store model of memory or the working memory model
The multi-store model of memory
84
Name the 4 parts of the working memory model
Central executive, visuospatial sketchpad, episodic buffer, phonological loop
85
Name the two features of the working memory model
Coding and capacity
86
Draw the working memory model
Check in notes
87
What is the role for the central executive in WMM
‘Mater component’ or ‘attention’
Coordinates activity of the three subsystems in the memory and allocates processing recourses.
88
Does the central executive store information in WMM
No
89
What is the central executives processing capacity in WMM
Limited processing capacity
90
What does the phonological loop do in the WMM
Stores auditory information
91
What else does the phonological loop contain what does it do
Articulatory loop for speech production
92
What occurs in the phonological loop for information to stay in the WMM
Auditory rehearsal
93
What is the coding for the phonological loop in the WMM
Acoustic
94
What is the capacity for the phonological loop in the WMM
Two seconds worth of what you can say
95
What occurs in the Visio-spatial sketchpad of the WMM
Manages visual and spatial information.
Refers to information about where objects are in relation to one another
96
What is coding like in the Visio-spatial sketchpad of the WMM
Visual and spatial
97
What is capacity like in the Visio-spatial sketchpad of the WMM
Limited capacity of around 3 to 4 objects
98
What is the function of the episodic buffer in the WMM
Connects the visual, spatial and verbal information with time sequencing. (Chronological ordering.)
99
What does the episodic buffer link in the WMM
Links working memory to longterm memory
100
What is coding like in the episodic buffer of the WMM
Integrates visual, spatial and verbal information and maintains time sequencing
101
What is capacity like in the episodic buffer of the WMM
Capacity of about four ‘chunks’
102
What was the distinction of two domain-specific systems in the old WMM derived from
Experimental findings with dual-task paradigms
103
Name the 3 pieces of evidence of the WMM
Clinical evidence - KF
Dual task paradigm
Nature of the central executive
104
Who completed the study on KF - WMM
Shallice and Warrington
105
What was KF’s memory like after his motor cycling brain injury - WMM
Had poor STM ability and auditory information but could process visual information normally
He could recall letters when he saw them but now then read aloud
106
What do Shallice and Warrington’s findings from the study on KF suggest in terms of the WMM
His phonological loop was damages but the visuospatial sketchpad was intact.
Supports the existence of separate visual and acoustic memory stores
107
What are the 3 argument against KF supporting the existence of separate visual and acoustic memory stores in WMM
Unclear whether KF had other cognitive impairments that might have affected performance on memory task.
No evidence on what KF memory was like before injury - could have had cognitive impairments before.
Visual and acoustic memory centres may not be separate as it challenges clinical evidence that comes from clinical studies - may be invalid
108
Who conducted research for dual task paradigm - WMM
Baddeley
109
What was the task for Baddeley’s research - WMM
Participants carried out a visual and verbal task at the same time.
Participants carried out visual and verbal tasks separately.
Participants carried out two visual tasks at the same time.
110
What was Baddeley’s findings in dual task paradigm for WMM
Participants performed the same when carrying out visual and verbal tasks together and separately.
Performance declined when both tasks were visual at the same time.
111
What is the meaning of Baddeley’s duel task paradigm in terms of WMM
Visual tasks carried out at the same time were for the same subsystem.
There must be a separate subsystem that processes visual and auditory input
112
What does the central executive lack in - WMM
Definition and clarity
113
What did strong criticism towards the central executive in the WMM suggest
Needs to be further defined other than attention.
May believe it is more than one component
114
What memory was added to the WMM after criticism
How can this be viewed
Episodic memory was added
Added in response to criticism to make up for problems rather than it being added due to accurate theory
115
Hat does the nature of the central executive mean for the WMM
Components are unsatisfactory and the integrity of the WMM can be challenged
116
When did Baddeley add the 4th component to the WMM
What is the 4th component
2000
Episodic buffer
117
What are the 3 explanations for forgetting
Proactive interference
Retroactive interference
Retrieval failure due to absence of cues
118
Define proactive interference
Where new and incoming information cannot be learnt because of past information disrupting the coding
119
Define retroactive interference
The weakening of past information or knowledge because of new incoming information
120
Define retrieval failure
A form of forgetting that occurs when we do not have the necessary cues to access memory.
The memory is available but not accessible unless a suitable cue is provided.
121
Define the term cue in terms of retrieval failure
A trigger of information that allows us to access memory.
Cues may be meaningful or indirectly linked by being encoded at the time of learning.
122
Describe an experiment and expected findings for retroactive interference
Participants split into two groups.
A control group learn a list of nonsense syllables and is then tested after a ‘retention interval’
Experimental group learn the same list of syllables and learn another list before being tested on their recall.
Experimental group perform less when trying to recall list A
123
Who provided evidence on retrieval improved by cues
Tulving and Pearlstone
124
What was Tulving and pearlstone’s method when investigating the impact of cues on retrieval
What were the two conditions
Participants give a long list of words (types of animals or fruits)
Control group
Experimental group given retrieval cues
Groups tested to see how many words they remembered
125
What were Tulving and Pearlstone’s findings on cues and retrieval
What do they mean
The group given retrieval cues remembered more words than the group without.
Cues improve the ability to retrieve memories.
126
Define trace decay - explanations for forgetting
Who experimented this
Memory traces gradually decay over time
Peterson and Peterson, STM
127
Define displacement - explanations for forgetting
Who investigated this
The idea that short term memory has 7 (+/-2) slots, and when filled, any new items will displace an item already stored, leading to it being lost.
Displacement is due to limited capacity of STM (Miller)
128
What are the 3 evaluation points for explanations for forgetting
Real world application
Research support
Recall vs recognition
129
What is the real world application for cues - explanations for forgetting
(4 lines)
Cues help overcoming forgetting in everyday situations.
When we have trouble remembering something, it is often helpful to recall the environment in which you learn it.
Baddeley suggests they are important for everyday use
Research can remind us of strategies we use in the real world to improve recall.
130
What are 2 evaluation points under research support for explanations of forgetting
Godden & Baddeley
Carter & Cassaday
2 examples that show a lack of relevant cues at recall can lead to forgetting in everyday life
1. Impressive range of research
2. Ecological validity as it occurs in real life as well as in a lab setting
131
Who experimented on context dependent forgetting in evaluation for explanations for forgetting
Godden & Baddeley
132
What was Godden & Baddeley’s method for testing context dependent forgetting
What were the conditions
18 diving clubs.
Participants had to learn 38 unrelated words which they heard twice during the learning stages.
4 second interval between each word.
Had to listen to and write down 15 numbers as a distraction
24 hours between learning and recall.
Conditions:
Learning on land and recalling on land
Learning on land and recalling 20ft under water
Learning under water and recalling under water
Learning under water and recalling on land
133
What was Godden & Baddeley’s findings for testing context dependent forgetting
What do they mean
50% better recall when learning and recall are in the same location
40% more words forgotten when conditions changes.
Environmental cues do improve recall.
134
What did Baddeley change when replicating the underwater experiment on context dependent forgetting
He replaced the task of recall a word with the task of recognising a word form a list that they had previously learnt.
135
What were the findings when Baddeley tested recognition rather than recall in his context dependent forgetting experiment
What does this suggest about recall vs recognition
There was no effect of environment context for recognition.
Retrieval failure is a limited explanation for forgetting because it only applied when a person has to recall information rather than recognise it.
136
Name the 2 factors affecting the accuracy of eyewitness testimony
Misleading information
Anxiety
137
Define misleading information
Information can be added to a particular memory after the event itself and this information can be recalled as part of the original memory.
138
Why is misleading information critical in eyewitness testimony
Witnesses may mix new information with the original memory
139
What is one way in which misleading information can be performed to affect eyewitness testimony
Leading questions
140
Who performed two experiments investigating leading questions affecting recall
Elizabeth Loftus
141
What was the aim of Loftus barn experiment on leading questions affect on recall
An investigation into whether leading questions after an event can be recalled as part of the original event
142
What was the sampling in Loftus barn experiment into leading questions affect on recall
150 students
143
What was the design in Loftus barn experiment into leading questions affect on recall
Independent design - different participants were used in two different conditions
144
What was the method in Loftus barn experiment into leading questions affect on recall
All participants were shown a 3 min video of a car driving in the countryside followed by an accident.
Afterwards students were questioned about the film.
They were all questioned again a week later
145
What were the two conditions in Loftus barn experiment into leading questions affect on recall
Give examples
Experimental group were asked leading questions/
Example: “how fast was the car travelling when it passed the barn?”
(There was no barn in the video)
Control group were asked questions, none of which were misleading.
Example: “What did you see?”
146
What were the findings in Loftus barn experiment into leading questions affect on recall
What was this interpreted as
Group asked leading questions were more likely to recall a barn in the film compared to the group that has not been asked leading questions.
The experimental group has built the barn into their recall of the film
147
What was the conclusion in Loftus barn experiment into leading questions affect on recall
Information can be added to a particular memory after the event itself.
The information is later recalled as part of the event itself.
Leading questions can act as misleading information.
148
What was Loftus investigating in her red purse experiment
Whether leading questions do not work if the information is obviously misleading
149
What was the method in Loftus red perse experiment
Participants saw slides showing a red perse being stolen from a handbag.
They were later given an account on the theft including errors such as ‘the purse was brown’
150
What was the findings in Loftus red purse experiment
All but 2 participants resisted the misinformation about the colour of the purse.
They were influenced by misinformation on less important elements of the theft.
151
What are the conclusions for Loftus red purse experiment
Memory for information which seems to stand out at the time is less likely to be affected by misinformation.
Minor events are often liable to manipulation
152
Who conducted an experiment on verbs in misleading questions
Loftus and Palmer
153
Who were the participants in Loftus and Palmers experiment on verbs in misleading questions
45 American students from uni of Washington forming an opportunity sample
154
Who were the method in Loftus and Palmers experiment on verbs in misleading questions
Lab-experiment - 5 conditions
Shown seven films of traffic accidents ranging in duration from 5-30 seconds were presented to each group in a random order.
After watching participants were asked to describe what had happened as if they were eyewitnesses.
155
What were the 5 conditions in Loftus and Palmers experiment on verbs in misleading questions
The verb use in the question “about how fast were the cars going when they ___ each other?” :
Smash, collided, bumped, hit, contacted
156
What were the findings in Loftus and Palmers experiment on verbs in misleading questions
Estimated speed was affected by the verb used.
Participants in the “smashed” condition estimated the highest speed (40.8mph)
Participants in the “contacted” condition estimated only 31.8mph
157
What can be concluded from Loftus and Palmers experiment on verbs in misleading questions
Verbs used in questions or the ways in which questions are asked can affect the accuracy of eyewitness testimony
158
What are the 3 strengths of Loftus barn experiment
Most are lab-studies - high internal validity due to controlled variables.
Research is easy to replicate - allows test-retest reliability
Used the same videos ensuring participants have the same experience - increases reliability of results
159
What are the 3 weaknesses of Loftus Barn Experiment
Lack ecological validity
Opportune sample used
Demand characteristics
160
What 5 points can be made as to why Loftus barn experiment lacks ecological validity
Variables are tightly controlled
Videos are clearly artificial
Participants didn’t witness a real accident - behaviour and reaction may differ from real life.
Lower levels of adrenaline may impact memory
Participants feel less responsible as they know they do not have to react or offer first aid.
161
Why does Loftus experiments usually have an opportune sample
Uses students at the university she works at as participants.
Not representative of the wider population.
On average younger and more highly educated than the general population.
162
Why might there be demand characteristics within Loftus experiment
Lab based nature of the experiment.
Participants are aware they are being observed and may alter behaviour to show what they think the experimenter wants (Hawethorne effect, self serving bias)
163
Why can anxiety affect eyewitness recall
What is the term given to this
When we are in a state of anxiety we tend to focus on whatever makes us feel anxious
Weapon focus
164
Define weapon focus
The idea that we tend to focus on whatever makes us feel anxious
165
Who did an experiment on how anxiety narrows the focus of attention
Loftus
166
What was the aim in Loftus bloody paper knife experiment
Investigating how anxiety affects the recall of an event
167
What were the participants in Loftus bloody paper knife experiment like
Volunteers asked to take part in a psychology experiment at a lab
168
What was the procedure in Loftus bloody paper knife experiment
How many conditions
When participants arrived they were asked to wait outside for a few minutes.
2 conditions experienced.
Given 50 photos and asked to identify the main man in the scenario they witnesses
169
What were the 2 conditions in Loftus bloody paper knife experiment
1st group: heard a quiet discussion about equipment failure, then saw a man emerging from the lab holding a pen in greasy hands. Man uttered a single comment and walked past participant and out the room.
2nd group: heard a heated argument, breaking glass and crashing chairs, then saw a man emerging from the lab holding a paper knife covered in blood. The man uttered a single comment and then walked past participants and out of the room.
170
What were the results in Loftus bloody paper knife experiment
Participants who saw the man holding the pen accurately identified him 49% of the time.
Those who saw the man holding the bloody paper knife accurately identified him 33% of the time.
171
What conclusions can be taken from Loftus bloody paper knife experiment
Second group concentrated on the knife and excluded other information witnessed - such as the appearance of the man.
Fear or anxiety causes an individual to narrow the focus of their attention onto whatever is causing the anxiety.
Have a very accurate recall of main event, less of periphery.
172
What is the name / term given to concentration on the thing giving anxiety and blocking all else out
Tunnel theory
173
What were the 4 strengths of Loftus’ bloody paper knife experiment
Participants gave consent - ethical
High internal validity - more controlled than a real life event
Easily reproducible - test-retest reliability
Can draw cause and effect conclusions due to controlled variables.
174
What are the 4 weaknesses of Loftus’ bloody paper knife experiment
Increased demand characteristics
Lacks ecological validity - staged and artificial experiment
Volunteer personality types - may not be representative or applicable to the wider population
Could have caused participants anxiety or distress - causing trauma which is unethical
175
Who carried out an experiment on witnessing violence reducing accuracy of memory
Loftus and Burns
176
What was the procedure for Loftus and Burns experiment on witnessing violences effect on accuracy of memory
Participants shown two filmed versions of a crime scene
Second version included a violent incident
177
What was the findings for Loftus and Burns experiment on witnessing violences effect on accuracy of memory
Participants that witnessed the violent incident had impaired memory 2 minutes after they witnessed it
178
Who investigated weapon focus in a place where weapons are expected
Pickel
179
Where did pickel find no evidence for weapon focus
When eyewitnesses saw someone pointing a gun in a shooting range
180
What did pickel find when someone pointed a gun in a shooting range
There was no evidence for weapon focus
181
Why was there no evidence for weapon focus in pickels experiment
Guns are expected to be found within a shooting range
182
How can evidence from pickels experiment be used to build upon Loftus’ weapon focus
Weapon focus may only occur it is is unusual or distinctive within a location
183
Who’s law is expressed in a stress-performance connection graph
Yerkes-Dobson Law
184
How can Yerkes-Dobson law be shown
In a stress-performance bell graph
185
What 3 things can a stress-performance bell graph and Yerkes-Dobson law tell us about the relationship between stress and performace
Low stress environment reduces performance as little motivation to perform at high standards.
Increased adrenaline allows more blood flow for a better performance
Too high stakes leads to memory impairment
186
What style of interview might improve the accuracy of eyewitness testimony
Cognitive interview
187
Who devised the cognitive interview
Geiselman et al
188
What four instructions is the cognitive interview technique based on
Report everything
Context reinstatement
Change order
Change perspective
189
What takes place in the report everything instructions for a cognitive interview
What is the aim of it
Witnesses are encourages to say every detail even if they see it as unhelpful or are not confident about it.
Has the aim of triggering other memories
190
What takes place in the context reinstatement instructions for a cognitive interview
Example
What is the aim of it
The witnesses is encouraged to place themselves mentally back at the crime scene.
E.g. thinking of weather and mood.
Aims to combat the scene dependent forgetting
191
What takes place in the change order instructions for a cognitive interview
Example
What is the aim of it
Eyewitness is asked to change the order of the events.
E.g. from end to start.
Aims to combat schema that are interfering and makes it harder for the witness to lie
192
What takes place in the change perspective instructions for a cognitive interview
Example
What is the aim of it
The eyewitness reports events from the perspective of someone else there.
E.g. another eyewitness
Aimed to decrease interference of schema
193
Name the 2 evaluation points for cognitive interviews
(1 of them is 2 are experiments)
Evidence for the effectiveness of cognitive interview:
Geiselman et al & Fisher et al
Cognitive interview is time consuming
194
What was Geiselman’s participants when studying the effectiveness of the cognitive interview
89 students
195
What was Geiselman’s method when studying the effectiveness of the cognitive interview
Participants were shown police training videos of violent crimes.
Interviewed about the videos 48 hours later.
2 conditions.
196
What were Geiselman’s two conditions when studying the effectiveness of the cognitive interview
Interviewed by interviewers who had either been trained in standard interview practices or cognitive interview practices
197
What was Geiselman’s findings when studying the effectiveness of the cognitive interview
Cognitive interviews scored 41.5 items correct on average
Standard interviews scored 29.4 items
198
What negative did Kohken et al find on cognitive interview technique
Increases the amount of inaccurate information
Cognitive interviews may sacrifice quality of eyewitness testimony for quantity of detail.
199
Who were Fisher’s participants when studying the effectiveness of the cognitive interview
A group of detectives in Florida who were trained in cognitive interview
200
What was Fisher’s method when studying the effectiveness of the cognitive interview
Assessed the performance when detectives used cognitive interview on genuine witnesses to a crime
201
What was Fisher’s findings when studying the effectiveness of the cognitive interview
Cognitive interviews has a 47% higher accuracy then when they had used standard police interview methods
202
What does Fisher’s experiment tell us about the effectiveness of cognitive interview
The technique is very much applicable and useful to real life scenarios
203
What are the negatives of using cognitive interviews
Takes more time and training than a standard interview.
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Why are cognitive interviews more time consuming
More time needed to establish rapport with a witness and allow them to relax
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Why is the negative thing about cognitive interviews requiring training
Many forces do not have the resources to provide for more than a few hours of training/
