Reconstructive Memory Flashcards
Cognitive approach to psychology (36 cards)
Describe the concept of reconstructive memory.
Reconstructive memory is the theory that memory is an active process involving the reconstruction of information rather than a passive retrieval of stored data.
How do schemas influence memory processes?
Schemas can influence memory processes at all stages, determining what information is remembered or forgotten even after it has been encoded and stored in long-term memory.
Define the aim of Loftus and Palmer’s 1974 study.
The aim was to test the hypothesis that the language used in eyewitness testimony can alter memory.
What was the procedure in Experiment One of Loftus and Palmer’s study?
Forty-five American students viewed seven files of traffic accidents and were asked to describe what happened, including estimating the speed of the cars using different verbs.
How did the wording of questions affect participants’ speed estimates in Loftus and Palmer’s study?
The estimated speed was significantly affected by the verb used in the question, with stronger verbs leading to higher speed estimates.
What were the average speed estimates based on the verb used in the study?
The average speed estimates were: Smashed - 40.8 mph, Collided - 39.3 mph, Bumped - 38.1 mph, Hit - 34 mph, Contacted - 31.8 mph.
What conclusion can be drawn from the results of Loftus and Palmer’s study?
The results indicate that the way questions are phrased can bias eyewitness testimony and alter perceptions of events.
Describe the procedure of Experiment Two in Loftus and Palmer’s study.
In Experiment Two, 150 students were shown a one-minute film of a car driving, followed by four seconds of multiple traffic accidents.
Describe the impact of questioning technique on memory recall as suggested by the research.
The research suggests that memory is easily distorted by questioning technique, where information acquired after an event can merge with original memory, leading to inaccurate recall or reconstructive memory.
How did the results differ between the ‘smashed’ and ‘hit’ groups regarding the recall of broken glass?
In the ‘smashed’ group, 16 participants reported seeing broken glass, while in the ‘hit’ group, only 7 reported seeing broken glass, indicating that the wording of the question influenced memory recall.
Define reconstructive memory in the context of the study’s findings.
Reconstructive memory refers to the process where memories are not just retrieved but are reconstructed, often influenced by subsequent information or questioning techniques, leading to potential inaccuracies.
What was the aim of Loftus, Miller, and Burns’ 1978 study?
The aim was to investigate how verbal information supplied after an event influences a witness’s visual memory for that event.
How did the presence of consistent versus inconsistent information affect participants’ recognition of slides in the study?
Participants who received consistent post-event information correctly recognized the slide in 75% of cases, while those who received inconsistent information recognized it correctly in only 41% of cases.
Explain the significance of the control group in the study’s design.
The control group, which was not asked any questions, serves as a baseline to compare the effects of leading questions on memory recall, highlighting the influence of post-event information.
What conclusion can be drawn about the effect of leading questions on memory from the second experiment’s results?
The results suggest that leading questions not only bias responses but can actually alter the memory a participant has for the event, indicating a significant impact on memory accuracy.
How many students were asked about the speed of the cars in the initial study?
100 students were asked about the speed of the cars when they hit or smashed each other.
What percentage of participants recognized the slide correctly when given misleading information?
Only 41% of participants who received misleading post-event information were able to correctly recognize the slide they had actually seen.
What was the procedure followed in Loftus, Miller, and Burns’ study?
Participants were shown a series of 30 color slides depicting a car-pedestrian accident and then answered questions, including one about whether another car passed the red Datsun at a stop or yield sign.
Describe the impact of misleading post-event verbal information on memory.
Misleading post-event verbal information can be integrated with prior visual information, leading to reconstructive memory.
How does the passage of time affect the influence of misleading information on visual memory?
The longer the time that passes from the original event, the stronger the effect of misleading information on visual memory.
Define the aim of Loftus and Pickrell’s ‘Lost in the Mall’ study.
The aim was to determine if false memories of autobiographical events can be created through the power of suggestion.
Outline the procedure used in the ‘Lost in the Mall’ study.
Participants’ parents or siblings were contacted to recall childhood memories, including a fabricated event of getting lost in a mall. Participants then wrote about four memories and were interviewed twice over four weeks.
What were the results of the ‘Lost in the Mall’ study regarding false memories?
About 25% of participants recalled the false memory of getting lost in the mall, but they rated their confidence in this memory lower than in the real memories.
Summarize the conclusion drawn from the ‘Lost in the Mall’ study.
The study concluded that some individuals can be misled into believing a false event occurred in their childhood due to suggestion, indicating that memories can be altered.
