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Psychology > Memory - paper 1 > Flashcards

Memory - paper 1 Flashcards

1
Q

memory

coding , capcity , duration

A

the ability of mind to retain learned infomation and knowledge of past events and expirences and to retrieve that infomation and knowledge

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2
Q

short term memory

coding , capcity , duration

A

infomation held for a short period of time for immediate use

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3
Q

long term memory

coding , capcity , duration

A

infomation stored so you can retrive it at any later point

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4
Q

capacity

coding , capcity , duration

A

the amount of infomation that can be held at a memory store at any 1 time

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5
Q

duration

coding , capcity , duration

A

the lenght of time a memory can be held for

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6
Q

encoding

coding , capcity , duration

A

the way infomation is reprosented in a memory store - ecoic , iconic , tactile , semantic

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7
Q

spontaneous decay

coding , capcity , duration

A

memory trace disapears if not reharsed

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8
Q

displacement

coding , capcity , duration

A

stm has limited capcity and new infomation pushes ut current infomation

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9
Q

how do we form memories

coding , capcity , duration

A
  • first taking visual infomation (iconic infomation) in light waves
  • auditory infomation (echonic infomation) in sound waves
  • paying attention to the stimuli in our immediate enviornment
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10
Q

short term memory

coding , capcity , duration

A
  • EXAMPLE - trying to remeber a phone number for a few secounds
  • CAPCITY - 7 +/- 2 items
  • DURATION - limited to 18secs without rehersal , 30s with
  • ENCODING - acoustic (Baddeley 1966)
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11
Q

long term memory

coding , capcity , duration

A
  • EXAMPLE - childhood memories
  • CAPCITY - potentialy unlimited
  • DURATION - potentially unlimited
  • ENCODING - semanticaly (Baddeley 1966)
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12
Q

Baddeley 1966 - encoding study

coding , capcity , duration

A
  • aim - to compare how infomation is encoded in short and long term memory
  • procedure - 4 groups and presented with words to recal , acoustcally similar and dissimalr , semantically similar and dissimilar
  • split groups into two , immediate recall and recall after interval of 20mins
  • findings - STM - similar sounding words were worst remebered and dissimilar woinds were best remebered
  • LTM -similar meaning words were worst than dissimilar meaning words
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13
Q

what can we conclude from Baddeley encoding study

coding , capcity , duration

A
  • STM - acoustically encoded
  • LTM - semantically encoded
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14
Q

postives of baddeleys encoding study

coding , capcity , duration

A
  • lab study
  • replicable
  • high control of extranous variable
  • good internal validty
  • am i testing what i say im testing
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15
Q

negatives of baddeleys study of encoding

coding , capcity , duration

A
  • bad ecological validity
  • not in a natural environment
  • lacks mundane realism
  • artifical task
  • not an everday thing to remeber words
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16
Q

jacobs 1887 - capacity study

coding , capcity , duration

A
  • procedure - digist span test
  • researcher reads out a number of digits/letters , particapnt recites them back , if read correctly , read out a larger number and repeat until they can not recall
  • finding - mean span for digits - 9.4
  • mean span for letter - 7.3
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17
Q

miller (1956) - capcity study

coding , capcity , duration

A
  • procedure - observation of everydau practice
    1. things come in 7s - days the week , music scale ,deadly sins
    1. can remeber 5 words as well as 5 letters - chuncking can increase capcity
  • conc - 7+/- 2
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18
Q

postives for capacity study jacobs & miller

coding , capcity , duration

A
  • lab study
  • replicable
  • high control variables
  • internal valitdy
  • what im testing
  • concurrent valdilty - both studies support eachother
  • miller is ecological
  • observing every day life
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19
Q

negative of capcity study by jacoub and miller

coding , capcity , duration

A
  • jacobs lack ecological - not a natural environment
  • lacks mundane realism - not everyday task
  • miller over genersalised - assumption, no empirical evidence , no scientific credibtile
  • jacobs lacks temporal validity - conducted years ago, may be different now
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20
Q

peterson & peterson - short term memory duration

coding , capcity , duration

A
  • sample - 24 undergrad students - 8 trials each
  • each presented with a trigram , recalled after retention interval , changing the lenght of each (up to 18s)
  • had to do a interference task ( no reherasing)
  • findings - as delay time increased so did amount of forgetting from STM
  • 3s 80% correct
  • 6s 50% correct
  • 18s 10% correct
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21
Q

conclusion of peterson and peterson stm duration

coding , capcity , duration

A

duration of ATM is approximtly 18 secs without rehersal

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22
Q

evaluations of peterson and peterson stm duration

coding , capcity , duration

A
  • postive - high control - lab study , high control variables , researcher has high control , high internal validty
  • negative - artifical stimuli - mundane realism , wont see or do this is everyday life , lack ecological validity
  • lower external validity - oter studies failed to replicate these findings
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23
Q

bahrick et al (1975) - duration of ltm

coding , capcity , duration

A
  • sample - 392 american ex high school studens (17-74)
  • (1. photo recognition - 50 photos some from high school yearbook
  • (2. free recal - remeber names of their graduating class
  • findings - 15yrs after school 90% photo , 60% free
  • 48 years after 70% photo , 30% free
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24
Q

conclusion of bahrick ltm duration

coding , capcity , duration

A

very ltm seems to exist especially well with recognition cues. regognition cues is better than free recall (so ltm could be unlimited)

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25
Q

evaluations of bahrick ltm duration

coding , capcity , duration

A
  • postives
  • sample size - extremely large
  • lab study - high internal validity
  • mundane realism - real life memories , high ecological validity
  • negatives
  • particapt variables - some may look at the yr book more often than others
  • sample size is all american so biased sample
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26
Q

atkinson and shiffrin

multi-store model of memory

A
  • links the short term and long term memory via attention , rehersal and retrieval
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27
Q

multi store model

multi-store model of memory

A
  1. sensory input
  2. sensory register
  3. attention - infomation not attented to is lost
  4. stm - maintaince rehersal , response
  5. prolonged rehersal - retrival
  6. ltm
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28
Q

the sensory register

multi-store model of memory

A
  • made up of individual stores for each 5 senses
  • two main stores - iconic (visual) and echonic (auditory)
  • DURATION - less than half a second
  • CAPACITY - huge , takes in all infomation , once we are aware its in stm as we have paid attention
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29
Q

short term memory

multi-store model of memory

A
  • holds infomation we are aware and thinking of
  • CAPCITY - approx 7 items
  • DURATION - 18s without rehersal
  • if we prolong rehersal it will pass to ltm
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30
Q

long term memory

multi-store model of memory

A
  • continual storage of info
  • outside of our awarness
  • for recall - has to be transferred back to stm (retrieval process)
  • according to the model this is true for all memories, none are recalled directly from ltm
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31
Q

supporting research multi-store model of memory

multi-store model of memory

A
  • shows the ltm and stm are encoded differently - suggests they are different
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32
Q

case study of HM

multi-store model of memory

A
  • stuied from ages 27 to 82
  • suffered from epilespy and got his hippocampus blaterally removed
  • could remeber his childhood mems but couldnt form new long term memories
  • performerd well on stm span test
  • couldnt remeber what he had for breakfst tho
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33
Q

case study of clive wearing

multi-store model of memory - supports

A
  • world class muscian suffered viral infection
  • poor stm (7secs )
  • cant recall a question asked to him
  • still plays piano perfetcly
  • he cant reherse so cant go to ltm
  • shows there are seperate stores
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34
Q

glanzer and cunitz - the serial postion effect

multi-store model of memory

A
  • procedure - presented with a list of words
  • g1 - recall immediantly
  • g2 - 30s delay , counting back in 3s
  • both free recalled
  • **findings ** - g1- had best recall
  • both groups remebered start of the list , stored in ltm - primacy recall
  • g1 also remebered end of list - recency effect
  • interferenc task prevents maintaince rehersal so g2 doesnt show recency effect
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35
Q

contridicting research

multi-store model of memory

A
  • case study kf - motor bike accident affected memory
  • poor stm for digits read outload to him
  • good stm for digits he read himself
  • suggests seperate stores within stm
  • craik and watkins
  • 2 types of rehersal , maintaince rehersal , elaborative rehersal
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36
Q

negatives of serial postion effect

multi-store model of memory

A
  • mundane realism
  • validity of task not everyday
  • ecological validity
  • validity of environment , not in that environment everyday
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37
Q

tulving

types of long term memory

A
  • said that MSM view of ltm was to simplistic and inflexible
  • 3 types
  • episodic
  • semantic
  • procedural
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38
Q

semantic memory

types of long term memory

A
  • shared knowledge of the world
  • they are not time stamped - dont remeber where we first heard of
  • less personal , all about facts
  • less unrealable to disortion and forgetting
  • concious learning and recall
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39
Q

procedural memory

types of long term memory

A
  • actions or skill
  • can recall unconsiously
  • becomes automatic with practice
  • hard to explain to somebody
  • concoiusly learned
40
Q

episodic memory

types of long term memory

A
  • recall epiosdes of our life
  • “personal diary”
  • complex memories
  • time stamped memories - when they happened
  • store on how memories link toegether
  • include several elements in on memory
  • concious effort to recall
  • unconcoius learnt
41
Q

tulving study

types of long term memory

A
  • PET scan
  • did episodic and semantic test (quizes)
  • both recalled in prefrontal cortex
  • divided into two hemispheres
  • left - semantic
  • right - episodic
42
Q

postives of long term memory

types of long term memory

A
  • neuroimaging - tulving study
  • scientific facts
  • brain scans
  • extremely credible - cant disprove
  • case studies
  • hm and clive wearing
  • hm - hypocampus removed
  • cw - accident
  • some destroyed some stayed - if ltm was on all memory would be gone
  • real world aplication
  • finding more cures
  • can find what damadged
  • stroke on the left - on the right brain
  • target specfic areas
43
Q

negatives on ltm

types of long term memory

A
  • case studies
  • lack of generalisation - unique circumstances
  • ethical concideration
  • no informed consent or aynomity
  • 2 or 3 types of ltm
  • declarative vs no declarative
  • concious recall vs unconscous recall
  • seperate procedural from episodic and semantic
44
Q

working memory model

working memory model

A
  • created in 1974 by Baddley and Hitch
  • suggests both stm and ltm are single unitary stores - critism of msm
  • tulving did ltm
  • wmm does stm
45
Q

REVISE DIAGRAM

working memory model

A
46
Q

central executive

working memory model

A
  • FUNCTION - coordinates the activites of the three sub systems , which allocates processing resources
  • attentional process that monitors incoming data and allocates tasks
  • CAPACITY - very limited capcity
  • ENCODING - modality free
47
Q

phonological loop

working memory model

A
  • FUNCTION - process infomations in terms of sound , perserves info in order it arrives
  • two stores
  • PHONOLOGICAL STORE - stores words you hear - duration- 21 secs
  • ARTICULATORY STORE - allows maintance rehersal - allows to stay in working model - cap - 2 secs of what we can say
48
Q

visuo - spatial sketchpad

working memory model

A
  • FUNCTION - process visual and spatial info
  • visual cache - stores visual data
  • inner scribe - records the arrangements of objects in visual feild
  • CAPACITY - 3-4 objects , limited capcity
49
Q

episodic buffer - made in 2000

working memory model

A
  • tempory store for infomation , intergrating the other types and maintaing a sense
  • “storage for centural executive”
  • CAPACITY - limited 4 chunks
  • ENCODING - modality free
50
Q

postives of working memory model

working memory model

A
  • patient kf
  • motor bike accident
  • stm - poor recall when read aloud , good when read himself
  • shows phonological loop is damdged and if it was one store he wouldnt be able to do anything
  • dual task performance
  • shows existance of viso-spatial sketchpad
  • two tasks that would use pad - imaging an F and follwoing lazer
  • works when does seprartly but toegther you cant do it
  • increases validity
  • word length effect
  • shows phonological existance
  • remeber short words better than longer
  • cant count backwards and try to remeber words
  • cant do two things at once
51
Q

negatives of working memory model

working memory model

A
  • **problems with clincial evidence **-
  • case studies
  • small unique samples , kf motor bike
  • cant generalise
  • artifical tasks and materials
  • lacks mundance realism
  • baddley used rmebere words and count backwards
  • may not have same effetc in real life situation
  • reduces application
  • **lack of clarity over central excutive **
  • baddley admitted “ most important but least understood”
  • model not fully explained
  • episodic buffer not added 2000
  • orginal model was incomplete and it was only changed bc critized
52
Q

forgetting in stm

forgetting - interference

A
  • spontanous decay - memory trace disappears if not reherased
  • displacement - stm has limited capacity and new info pushes out current info
53
Q

interference

forgetting - interference (ltm)

A
  • interference - 2 peices of info conflict with eachother , resulting in forgetting one or both , or in distotion of the memeory
54
Q

2 types of interference

forgetting - interference (ltm)

A
  • proactive interference - previously learnt info interfers with new infomation you are trying to store
  • EXAMPLE - you have trouble remembering the new names of your class but can remeber the old ones
  • retroactive interference - a new memory interfers with olders ones
  • EXAMPLE - cant remember old class names bc you have learnt the names of the new ones
55
Q

underwood and postman

forgetting - interference (ltm)

A
  • aim - to find out if new learning interfers with previous learning
  • procedure - group a - asked to learn a list of word pairs - cat-tree , and learn a secound list but secound word different - cat-glass
  • group b - only learn first list of word pairs
  • both asked to recall first words pairs
  • result - group b more accurate
  • conclusion - suggest that learning items in the sound list interference with partcicapts ability to recall the list - retroactive interference
56
Q

the effects of similarity - mcgeoch and mcdonald

forgetting - interference (ltm)

A
  • studied retroactive interference by changing similarity two sets of list
  • learned list of 10 words to 100% accuracy then learned another list depending on the group , synonyms , antonyms , unrealted , nonsense syllables , 3 digit number , no new list
  • finding - the closer in similarity the secound list was the worst the recall of the orginal list
57
Q

real life study - baddeley and hitch

forgetting - interference (ltm)

A
  • asked rugby players to recall the names of teams they recently played
  • lots had missed games so their last games could have been 2 weeks ago or 2 months ago
  • findings - recall for the last game was equally good wether that game was played some time ago or last week
  • incorrect recall was not due to decay but related to the number of intervening games
  • interference is a reaosn we forget in every day life
58
Q

evaluations of interfence

forgetting - interference (ltm)

A
  • lab study
  • artifical environment
  • not every day tasks
  • makes interference look stronger than it is
  • may not have motivation to rmeeber the words
  • all extranous variables are controlled
  • times were to close tgether , makes inference more likely due to materials situations and timings
59
Q

availability or accessibility

forgetting - interference (ltm)

A
  • ceraso showed that if tested again after 24hrs there is significant recovery in recall , so the effect of interference might be temporay
60
Q

cue dependant forgetting

forgetting - retrieval failure

A
    1. cues which are linked meaningfully to info to be remembered
    1. cues which are not linked meaninfully to the info to be remembered
  • proproses that we learn info we also encode the content (EXTERNAL CUES) in which we learn the info and the mental state (INTERNAL CUES)
  • Acts as cues to recall
61
Q

the encoding sufficiency principle (ESP)

forgetting - retrieval failure

A
  • tulving reviewed research into retrieval failure
  • esp - if a cue is to help us , then it has to be present at encoding and at retrival
  • if cues available at encoding and recalling are different , there will be some forgetting
62
Q

golden and baddeley

forgetting - retrieval failure

A
  • 18 divers asked to learn list of 36 unrealted words
  • 4 conditions ,
  • learn water , recall land , water water , land water , land land
  • performed better when in the same location
  • context acted as a cue to recall , particpants recalled more words when they learned in the same environment
63
Q

evaluations of baddeley and godden study

forgetting - retrieval failure

A
  • postives
  • controlled expirements - replicable
  • negative
  • limited mundane realism
  • groups had to change environment - influence recall
  • context must be extremely different for expirement to work
64
Q

state dependant forgetting - carter and cassaday

forgetting - retrieval failure

A
  • aim - investigate the effect of internal state on recall
  • procedure - 100 undergrad students (200 in total) given antihistamine and other half given placebo
  • 15mins later subjects were given 2 mins to study a list of 20 words
  • returned next day and given he drug again - tested on their recall
  • learn on drugs , recall on drugs , clean clean , clean drug , drug clean
  • findings - there is a mismatch between internal state when learning and recalling , performance was significalntly worse
  • conc - when cues are absent there is more forgetting
65
Q

state dependant forgetting - goodwin et al

forgetting - retrieval failure

A
  • procedure - 48 male medical students day 1 training sesion day 2 testing
  • sober both days , sober then drunk , drunk both days , drunk then sober
  • perform 4 tests , avoidance , verbal rote learning , word assosication , picture recognition
  • finding - more errors made as day two by SA AS , everyone performeed the same on picture recognition , ss performed best
  • conc - supports the state dependant memeory theory as the performaance was best in the partcipants who were sober or intoxicated on both days
66
Q

basic evaluations for forgetting - retrieval failure

forgetting - retrieval failure

A
  • demand characteristics -
  • ecological validity -
  • control of variables +
  • reliable +
  • ethics -
67
Q

postives of forgetting - retrieval failure

forgetting - retrieval failure

A
  • high validity - lots of supporting evidence
  • real life applications - used a strategory to improve recall in eye witness testimony are asked to recall context
68
Q

negatives of forgetting - retrieval failure

forgetting - retrieval failure

A
  • difficult to disprove - if recall does not occur because the info is not stored or not providiing the right cue ?
  • cannot test esp - succesful recall - assume cue encoded at time of learning
  • unsucesful recall - assume cue was not encoded - no way to know
69
Q

eye witness testimony

eyewitness testimony

A
  • the account witnesses tell the police/court about incdent/crime they have seen so it is more accurate to refer to eyewitness memory rather tan eye witness testimony when we study how accurate recall is
70
Q

3 stages of eye witness memories

eyewitness testimony

A
  1. the witness encodes into ltm details of the event and the person involved
  2. the witness retains the infomation for a period of time
  3. the witness retrieves the memory from storage to give their testimony
71
Q

misleading infomation

eyewitness testimony

A
  • incorrect infomation given to the eyewitness (usally after the event
72
Q

2 major forms of misleading infomation

eyewitness testimony

A
  1. leading questions
  2. post event discussion between co witness and/or other people
73
Q

leading questions

eyewitness testimony

A
  • a question phrased in sich a way as to suggest a certain awnser
74
Q

why do leading questions affect eye witness testimony

eyewitness testimony

A
  • response bias - wording of the question has no eduring effect on an eyewitness memory of an event, but influences the awnser given
  • substitution bias - wording of the question does affect eyewitness memory; it interfers with its orginal memory , distorting its accuracy
75
Q

key study - loftus and palmer - expirement 1

eyewitness testimony

A
  • aim - to investigate the effect of leading questions on a particapnts recall of an event
  • procedure - 45 partcapnts shown car accident and they changed their language in their questions to mkae them leading , asked speed of how fast the cars were going
  • hit , smashed , collided , made contact , bumped
  • findings- made contact - 31.8mph , smashed-40.8mph
  • conc - leading questions can influence the memory of events and can lead to some inacurcies in memory - response bias
76
Q

key study - loftus and palmer - expiremnt 2

eyewitness testimony

A
  • new people were shown car accident
  • they were asked with the words smashed or hit how fast the cars were going
  • week later they were asked had they seen broken glass
  • findings - ‘smashed’ -32% reported broken glass , ‘hit’ - 14% reported broken glass - subsition bias
77
Q

evaluations of eye witness testimony and research

eyewitness testimony

A
  • lab studies
  • demand characteristics
  • controlled varibales
  • lacks mundane realism
  • watcing a video they may pay more attentition than seeing it in real life
  • forster showed that watching a real life robbery was more accurate
  • good aplication
  • develop police questioning and cognitive interview
  • postive for the econmy , fewer criminal fees and less money on prosecuting with bad evidence
78
Q

post event discussion

eyewitness testimony - post event discussion

A

witness to an event discusses what they have expirenced

79
Q

memory contamination

eyewitness testimony - post event discussion

A

eye witness report becomes disorte and combined with other eye witness acounts (memory is altered)

80
Q

memory conformity

eyewitness testimony - post event discussion

A

go alon with what the other witness says for social approval or because they think the other person is correct (memory remains the same )

81
Q

key study - shaw et al - supports memory conformity

eyewitness testimony - post event discussion

A
  • procedure - paired particapnts with a conferderate , shown video of staged robbery and interviewed together, altered who awsnered question first
  • findings - particapnt first - 58% correct , confederate first but correct - 67% , confederate first but wrong - 42%
  • conc - can at as a cue recall , when confed is right it increased and when wrong they increase they amount of errors
    • high control
    • lacks mundance realism
82
Q

key study - gabbert et al - supports memory contamination

eyewitness testimony - post event discussion

A
  • procedure - paired partciapants watched a video of the same crime but different perspectives , discussed what they had seen and then recalled test - no conformity bc recall was seperate
  • findings - 71% of partciapants mistakenly recalled aspects of the event that they did not see in the video but had picked up in post event discussion - in a control group there was no discussion and no errors
  • contruction of interview questions - were the questions leading
  • warn witness of the effect of ped in adnvance - ignore what people have told you
  • bodner found that recall was more accurate when witness were told to ignore hearsay
83
Q

anxiety

eyewitness testimony - anxiety

A
  • can affect the accuracy and details of ewt
  • yerkes-dodson law
  • inverted u theory - as arousal increases performance increased , optimal level , until they go over when performance decreases
  • witnessing violent crimes reaises witnesses’ arousal levels past optimum , leading to poor memeory
84
Q

is inverted u theory a complete explanation?

eyewitness testimony - anxiety

A
  • only focuses on physiological aspects f anxiety - physcial changed on the body (increase hr)
  • ignores cognitive elements - we can think clearly about the evnt but our body is reacting
  • anxiety may have different effect on ewt than what this theory suggests
85
Q

effects on anxiety on recall

eyewitness testimony - anxiety

A
  • negative effect - weapon focuss
  • postive effect - shooting study
86
Q

johnson and scott - weapon focus

eyewitness testimony - anxiety

A
  • procedure - led ppts to belive they were taking place in a lab study , sat in waiting room and overheard argument
  • 2 condtions - low anxiety - man leaves with grease on hands carrying a pen
  • high anxiety - arguement accompianed by sounds of breaking glass , man leaves carrying a knife covvered in blood
  • then have to pick the man from 50 photos
  • findings - low anxiety - 49% , high anxiety - 33%
  • conc - tunnel theory , a witness attention narrors to focus on the weapen because its a source of anxiety
    • lab study - high control , interal validity , reliable
    • ethics - deception , informed consent , particapnt harm
    • validity - bad ecological validity - but they worked round that , demand characteristics (man in grease?) , could have been testing suprise not anxiety
87
Q

pickel - anxiety or suprise ? - counter argument to johnson and scott , suprise not anxiety

eyewitness testimony - anxiety

A
  • method- 230 psychology undergrad students - wtach 2 min video consisting of a scene in hairdressers , man walks up to receptionist and she hands him money
  • condtions , nothing (control) , scissors (high threat low unusalness) , gun (high threat high unusalness) , wallet (low threat low unusalness) , raw chicket (low threat high unusalsness)
  • take questionare
  • had to pick man from line up - mean recall
  • scissors - 8.14 , gun - 7.83 , wallet = 8.53 , raw chicken - 7.21 , nothing - 9.02
  • conc - the effect on ewt could be suprise not anxiety , weapon focus studies tell us nothing about anxiety
88
Q

yuille and cutshall - anxiety has postive effect

eyewitness testimony - anxiety

A
  • procedure - real life shooting in canada , 21 witness , 13 agreed to take part
  • interviewed 4-5months after event and compared them to oiganl poilce interview
  • also asked particapants to do self report on stress levels at the time and emotions since
  • findings - little change in accuracy over 5 months , higestest level of stress were most accuarte - 88% , 75% less stressed
  • conc - anxiety can make it more accurate
  • -self report - to subjective , not reliable
    • is it about ewt or is it about memory over time
    • small sample
    • good ethics
    • good ecological validty
89
Q

cogntive interview before - fisher

cognitve interview - improving eyewitness testimony

A
  • lots of direct , quicks and close questions
  • questions order didnt match witness mental representation
  • witness was frequentily interrupted and couldnt talk freedly
  • fisher and geiselman 1985 created the cognitve interview
90
Q

cognitve interview

cognitve interview - improving eyewitness testimony

A
  1. enhanced cognitve interview (1987)
  2. modified cognitve interview (children)
91
Q

4 stages of cognitve interview

cognitve interview - improving eyewitness testimony

A
  • report everything - report every detail even if they seem irrelevant or trivial , removes issues of subjective value place on infomation
  • context reinstatment - recall the scene weather what they were thinking or feeling , this is related to contect dependant forgetting
  • recall in reverse order - verifys accruarcy
  • recall from a changed perspective - prevents the effect of schemas on recall
92
Q

the enhanced cognitve interview

cognitve interview - improving eyewitness testimony

A

key ideas
1. reducing anxiety
2. minimise distractions
3. speak slowly
4. ask open ended questions

93
Q

the cognitve interview process

cognitve interview - improving eyewitness testimony

A
  1. the interviewer tries to make the witness relaxed
  2. recreate the context of the orgical context
  3. the witness reports every detail as clearly as they can about the crime
  4. the witness recalls events in different orders
  5. the witness is asked to recall the event in various different percpetives
94
Q

postives of the cognitve interview

cognitve interview - improving eyewitness testimony

A
  • **evidence it works **
  • krohner used meta anyalsis , enhanced cognitve interview showed more correct infomation was realised than the old one
  • impact on society - more cimrinals caughts , mostly correct
95
Q

negatives of cogntive interview

cognitve interview - improving eyewitness testimony

A
  • porblems evaluatiing the effectivesness - every interview is different and cant compare
  • expensive and time consuming - police have to be trained

Psychology (6 decks)

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