Term
| Barlett argued we don't reproduce info when recalled by reconstruct it. |
|
Definition
| for material to be recalled it is integrated with past experience, so memory can be affected by previous knowledge. |
|
|
Term
| Memory is not only affected by info in which we are presented with but: |
|
Definition
|
|
Term
| Barlett suggested we create SCHEMAS. |
|
Definition
| Schema is a packet of information about people or events based on previous experiences which are used in processing new info. |
|
|
Term
| Bartlett War of the Ghosts 1932 Aim: |
|
Definition
| investigate the effect of prior knowledge on an unfamiliar story |
|
|
Term
| Bartlett War of the Ghosts 1933 precedure: |
|
Definition
pps read story
after a certain amount of time asked to recall the story as accurately as possible.
peoples memory tested over a series of years. |
|
|
Term
| Bartlett War of the Ghosts 1932 findings: |
|
Definition
- recall shorter than the story
- large sections missing
- details left out
- new material made to make it more logical |
|
|
Term
| Bartlett War of the Ghosts 1932 conclusions: |
|
Definition
- memory is an active reconstruction of material.
- a few facts are stored in which memory is reconstructed.
- Bartlett called this EFFORT AFTER MEANING. |
|
|
Term
|
Definition
| investigate the influence of the wording on question recall |
|
|
Term
|
Definition
| to test their hypothesis that language used in EWT can alter memory. To show leading Q's can distort EWT Accounts. |
|
|
Term
| Loftus and Palmer Procedure: |
|
Definition
45 PPS:
5 Lab conditions.
- pps shown slides of car accident.
- asked to describe what happened if they were an eye witness:
asked specific Questions
"How fast cars went when they hit/smashed/collided/bumped/contacted?"
IV - Question wording
DV- Speed reported |
|
|
Term
| Loftus and Palmer findings: |
|
Definition
estimated speed effected by verb used.
this affected pps memory.
questions modified memory. |
|
|
Term
| Loftus and Palmer conclusions: |
|
Definition
memory easily distorted by leading Questions.
info after event can merge with original, causing inaccurate detail. |
|
|
Term
| Loftus and Palmer critisms: |
|
Definition
information lacks realism
video clips not real life
lacks ecological validity. |
|
|
Term
|
Definition
| investigate the prescene of a weapon on witness recall |
|
|
Term
|
Definition
pps shown 1 out of 2 versions of a movie.
"weapon version". man pointed gun at cashier and she gave him the money.
"non weapon version" he gave her a cheque and she gave him money.
- eye movement of pps recorded.
- recall on event tested. |
|
|
Term
|
Definition
- pps in weapon cond' more fixated on the gun, poor recall
- less able to identify the man from a set of photographs compared to those in non weapon condition. |
|
|
Term
| Loftus et al conclusions: |
|
Definition
weapon focus distracted pps in 1st video from features other than the gun. the gun was the most important.
Detail salience- led to less attention being given to other important aspects eg. perpetrators ID |
|
|
Term
|
Definition
| invest. if introducing inaccurate infor after people witnessed event leads to distorted memory and reconstruction. |
|
|
Term
|
Definition
pps shown 3 min video
in vid. lecturer disrupted by 8 demonstrators.
pps completed 20 item questionnarie.
in one cond, the Q "was leader of 12 demos a male?"
other cond,"was leader of 4 demos a male?"
1 week on, pps asked how many demos there were. |
|
|
Term
|
Definition
Those who were asked
12 demo - average answer was 8.9 demo
4 demo - av. ans. was 6.4 demo |
|
|
Term
|
Definition
pps reconstructed memory of event due to inaccurate info.
most answers were a comprise between witnessed and misleading info |
|
|
Term
| McCloskey and Zaragoza 1985 |
|
Definition
| suggested that the MISINFORMATION EFFECT is NOT so much the result of memory being modified but more to do with the two sources of BIAS in testing procedures |
|
|
Term
|
Definition
pps can be mislead due to failing to take in revelant info
accept misleading info as accurate |
|
|
Term
| 2. demand characteristics |
|
Definition
suggests that what is being tested may lead up to pps misinterpreting the task
might accept misinformation accurately due to wanting to well on the task and being given it by the researcher |
|
|
Term
|
Definition
| compare accuracy of/amount of infor about a witnessed event |
|
|
Term
| Age: Flin et all procedure: |
|
Definition
3 groups of pps:
children aged 5-6,9-10, post grad students.
all watched footage with a nurse
during video; accident with slide projector and an argument b/w nurse
talk continues.
whole event was staged to test EWT.
pps asked to recall event in sequence and talk about the contents and outfits. interview repeated 5 months later. |
|
|
Term
| Age: Flin et all findings: |
|
Definition
| younger children remembered less after 5 months. very little info from pps was correct. |
|
|
Term
| Age: Flin et all conclusion: |
|
Definition
immediate EWT child accurate as adult.
young children forget more over time. |
|
|
Term
| Age: Flin et all critisms: |
|
Definition
| no crime comitted. children not involved. |
|
|
Term
| Stress: Loftus and Burns 1982 aim: |
|
Definition
| to investigate the effect of stress associated with violence on recall of a witnessed crime |
|
|
Term
| Stress: Loftus and Burns 1982 procedure: |
|
Definition
pps shown a video of stimulated armed robbery
1st condition - boy shot in the face
2nd condition - no shooting but identical otherwise
amount and accuracy of a recall of each condition compared |
|
|
Term
| Stress: Loftus and Burns 1982 findings: |
|
Definition
pps shown violent version recall less acurate than control group
this was true for events before shooting and 2 mins after |
|
|
Term
| Stress: Loftus and Burns 1982 conclusions: |
|
Definition
violence heightened arousal.
this reducing processing of info into memory necessary for recall. |
|
|
Term
| Stress: Loftus and Burns 1982 critisms: |
|
Definition
☹ low ecological validity
☹ pps no clear view of what happens
☹ aware part of psy study |
|
|
Term
|
Definition
| affect of stress on memory |
|
|
Term
| Stress: Peters 1988: procedure |
|
Definition
pps met nurse and doc.
nurse holding an in injection
pps exposed to same people for each amount of time.
after injection happens, asked to identify nurse and doc from photos |
|
|
Term
| Stress: Peters 1988: findings |
|
Definition
| pps more sucess at picking out researcher than nurse |
|
|
Term
| Stress: Peters 1988: conclusions |
|
Definition
stress of injection assosciated with nurse, led to poor recall memory.
suggests stress of witnessing crime has a negative effect on ability to identify criminals. |
|
|
Term
| Stress: Yuille and Cutshall 1986 aim |
|
Definition
| investigate stress on recall accuracy and susceptibility to misleading questions on a witness of a crime |
|
|
Term
| Stress: Yuille and Cutshall 1986 procedure |
|
Definition
CANADA:
13 people witness crime, armed robbery, gave evidence to the police.
4-5 months after witness robbery.
interviewed by psychologists.
two misleading Q's in talk. |
|
|
Term
| Stress: Yuille and Cutshall 1986 findings |
|
Definition
recall not affected by misleading Q's.
little info was incorrect/reconstructed.
NO relationship between stress at time of crime and accuracy |
|
|
Term
| Stress: Yuille and Cutshall 1986 conclusions |
|
Definition
real life - recall not necessarily inaccurate/reconstructured/influenced by misleading Q's.
NO RELATIONSHIP BETWEEN STRESS AND ACCURACY. |
|
|
Term
| Stress: Yuille and Cutshall 1986 conclusions: |
|
Definition
high ecological validity - relates to EWT
those who experience higher levels of stress - recall more accurate closer to what went on |
|
|
Term
|
Definition
Performance level assosciated with arousal.
low levels of arousal - sleepy - poor performance.
Arousal increases, performance increases.
If arousal increases further it becomes stress. |
|
|
Term
| Spreading Activation Model |
|
Definition
model of organisation into LTM
developed by COLLINS AND LOFTUS 1975
Suggests LTM linked to complex network
Each concept has many links with other concepts. |
|
|
Term
| Principals of the Cognitive Interview: |
|
Definition
1. cue dependant
2. context dependant
3. state dependant |
|
|
Term
|
Definition
developed by TULVIG 1974
if info in LTM forgotten, can be remembered by cues.
Refers to 2 contexts: context and state dependant forgetting. |
|
|
Term
Context dependant forgetting
- unable to access a memory if in a diff context when asked to recall |
|
Definition
- some context can trigger memory
GODDEN & BADDELEY 1975
asked a group of divers to learn a list of words on land and water.
those who learned underwater recalled better underwater. |
|
|
Term
State Dependant Forgetting
- maty not be able to access a memory if not in the same state at the time the info was processed |
|
Definition
| some states help provide us with cues to access the memory. |
|
|
Term
| Hayes and Delamothe 1997 aim |
|
Definition
| investigate a modernised form of CI with children |
|
|
Term
| Hayes and Delamothe 1997 procedure: |
|
Definition
children 5-7 9-11
shown a vid of a story
during narrative story outlined, some given misleading info, and some neutral info. Children interviewed using
1. standard interview
2. CI interview
Focusing on context reinstatement and reporting everything they could remember. |
|
|
Term
| Hayes and Delamothe 1997 findings: |
|
Definition
children produced more accurate information when modified form used.
Both age groups suspectable to misleading Q's regardless which tatic used. |
|
|
Term
|
Definition
modified form effective
inc in accurate recall
did not affect susceptibility to misleading info |
|
|
Term
|
Definition
| CI produced 30% more info than the standard police interview. no loss of accuracy |
|
|
Term
| SUPPORTS : Gielselmann et al |
|
Definition
| CI made witnessed less likely to be influenced by misleading info |
|
|
Term
| DISAGREES: Memon and Bull 1991 |
|
Definition
not all procedures useful.
children under 7 has difficulty changing perspectives, organizing events in order. THEREFORE, most useful technique to reinstate the context so they remember all they can |
|
|
Term
| SUPPORTS: Hayes and Delamothe |
|
Definition
| modified form of CI to increase accurate recall in children |
|
|
Term
|
Definition
been refined:
minimise distractions
ask witness to speak slowly
adapt language to suit indiv.
reduce anxiety
avoid judgement and personal comments. |
|
|
Term
| SUPPORTS: Fisher et all 1990 |
|
Definition
found these techniques
produced 45% more accurate info |
|
|
Term
|
Definition
Narrative Chaining
Method of Loci
Organising Material |
|
|
Term
|
Definition
organisation into LTM essential
able to retrieve info |
|
|
Term
| Organising Material: Bousfield |
|
Definition
investigated effect of organisation on recall.
he found that material is organised into meaningful groups.
expt has low ecological validity. |
|
|
Term
|
Definition
imagery form of organisation in LTM
involves creating image relation to each point.
visualises where each point is. |
|
|
Term
|
Definition
most powerful
remembering long items in a list
Bower and Clarke expt - reference to. |
|
|
