Measurements of Accuracy of Eyewitness Testimonies
Measurements of Accuracy of Eyewitness Testimonies Abstract This study was designed using an account of a car accident. The aim was to measure the affect of re-wording a single sentence, on the estimation of how much alcohol was in the bloodstream of the driver. 20 undergraduate participants (10 male and 10 female) all with clean licences were used. They were randomly given a vignette describing the car accident, where half the subjects read that the driver 'smashed into' a garden wall, and the other half read that the driver 'bumped into' the garden wall. Participants were required to read the vignette and then estimate how much over the British legal alcohol limit the driver was, for example, 200% indicates that the driver was twice the limit, 110% would mean he was 10% over and 50% would mean he was half the limit. The hypothesis predicts that those who received the vignette stating the driver 'smashed into' the wall are more likely to estimate a higher limit, than those who read that the driver had 'bumped into' the wall. The results of this investigation show that the mean estimation for those in the 'smashed into' condition (143%), was significantly greater than those in the 'bumped into' condition (108%), where p<0.05. This means that the experimental hypothesis was accepted, and the null hypothesis was rejected. Furthermore, these results gave further
To retain recall, which is more beneficial, rote rehearsal or imagery?
To retain recall which IS MORE beneficial rote rehearsal Or IMAGERY L. WADE 2.02.02 TRURO COLLEGE TUTOR; DR C.A. DE BRULLER. CONTENTS Pg No. ABSTRACT 1 INTRODUCTION 2 - 4 METHOD DESIGN 5 PARTICIPANTS 5 MATERIALS 5 - 6 TASK & RESEARCH 7 RESULTS BAR CHART- GRAPH 9 SUMMARY OF RESULTS & 9 VERBAL RESULTS 9 DISCUSSION & CONCLUSION 10 -11 APPENDICES APPENDIX 1 STANDARDIZED INSTRUCTIONS 12 APPENDIX 2 LIST OF 20 NOUN SYLLABUS WORDS 13 APPENDIX 3 PARTICIPANTS SIGNATURE SHEET (ROTE) 14 APPENDIX 4 PARTICIPANTS SIGNATURE SHEET (IMAGERY) 15 APPENDIX 5 SUMMARY OF STATISTICS & CALCULATIONS 16-19 APPENDIX 6 WRITTEN EXAMPLE FROM PARTICIPANT (ROTE) 20 APPENDIX 7 WRITTEN EXAMPLE FROM PARTICIPANT (IMAGERY) 21 REFERENCES: 22 ABSRACT This investigation is similar to Bowers (1972) study where he investigated the two conditions of Rote rehearsal and Imagery. An independent groups design was selected to represent in my experiment because there was a restriction in the amount of time available. An opportunity sampling which consisted of a single blind technique was used. Thirty members within the residential area of Helston were chosen to take part in this procedure. This incorporated them taking part within a memory maintenance and elaborative rehearsal
The Memory Process. This paper will describe a memory test using numbers, letters, and words and analyze results of the test, as well as explain the concepts of working memory, short term memory, and long term memory.
The Memory Process Encoding data into the mind is the general process of memory. In other words, memory is the capability to program, accumulate and remember things. The three central methods of memory are to encode, store, and recall. Three kinds of encoding are used to process information for storage. The first is to hear the information, which is called acoustic. The second is imagery or what is seen and the third is information that is meaningful known as semantic. Memory is ultimately held in storage until such time the information is needed and then it is recalled. This paper will describe a memory test using numbers, letters, and words and analyze results of the test, as well as explain the concepts of working memory, short term memory, and long term memory. It will also offer an explanation of encoding and retrieval in the memory process and how they relate to this memory test and the results. Lastly, this paper will evaluate variables connected to encoding information and ease of retrieval as they relate to this test and the results. Concepts of Working Memory The concept of working memory was developed as a progression and expansion of the former theory of short-term memory. In particular, the working-memory model suggests four elements. The short-term storage of data happens in the visuospatial or the phonological memory, both a storage barrier in a diverse
In this essay I am going to contrast and compare three approaches in psychology which are behaviourist, cognitive, and humanist. I am going to show how these psychological approaches contribute to the understanding of the human mind and behaviour.
In this essay I am going to contrast and compare three approaches in psychology which are behaviourist, cognitive, and humanist. I am going to show how these psychological approaches contribute to the understanding of the human mind and behaviour. Human mind and behaviour are affected during moments of transition and change. These are moments in which there is an alteration in an individual's life. They can take a period of time to occur or can take place suddenly. Transitions happen during a period of time. The definition of the word transition confirms it. It is definite as 'the process or a period of changing from a state or condition to another' (Hornby, 2005: 1631). To illustrate, there is a period of changes when individuals leave adolescence and become adults. That period of changes is a transition. Changes are more sudden, and when they occur something is changed. The same dictionary gives the following definitions for change: 'to pass or make sb/sth pass from one state or form into another' (Hornby, 2005: 243) or 'to stop having one state, position or direction and start having another' (Hornby, 2005: 244). These definitions clearly show that a change is instantaneous, occurs in a very short period of time. For example, a sudden death of spouse or other person very close to a certain individual drastic changes the individual's behaviour and way of life; get married
Are memories permanent and unalterable?
Are memories permanent and unalterable? There has been a large debate over the recent years on whether information stored in long-term memory is permanent and unalterable. There are many people who agree with this assumption either because of personal experiences or scientific findings supporting it. An obvious example would be the sort of cued recall that occurs in contextual situations. Details of a place visited might not be remembered until a time of revisiting, or instances where experiences during school life might have been forgotten and a photograph of a classmate might trigger memories. Also there are several occasions where certain smells evoke certain memories. Several studies over the years indicated that memories become less available as the interval increases between the time of the information's initial acquisition and the time of its attempted retrieval. This phenomenon is named 'forgetting' (Loftus 1980). Despite the agreement on the existence of this phenomenon, the factors that underlie its functioning are shown to be indefinable. The main differentiation on beliefs lies on whether forgetting results in a complete lost of stored information, or consists of a loss to access of that information which was once stored and will always be available. Many theorists and psychologists have opposed on the complete loss of stored information referring to examples of
Critically consider research into the role of cultural factors in the development of intelligence test performance
Critically consider research into the role of cultural factors in the development of intelligence test performance Intelligence can be defined in several ways, ranging from broader definitions such as the ability to cope with life, to more specific definitions such as skill in problem-solving and reasoning. Intelligence tests are implemented by psychologists in order to assess such skills, and a quantitative measure of this intelligence is usually presented in the form of an IQ (intelligence quotient). IQ scores are the basis of much research into the development of intelligence test performance. One cultural factor which may have an affect on a child's measured intelligence is mother love; attachments may play a part in children's cognitive development. This hypothesis can be tested by studying children who have been separated from an attachment object (i.e. a parent), and Skeels & Dye found evidence to suggest that the formation of an attachment improves intelligence test performance. In their study, 13 of the most mentally retarded infants in an orphanage were moved to an institution for mentally retarded women, where they would form an attachment with a mildly retarded woman. Over the next four years, those who had moved had an average IQ gain of 32 points, compared with an average reduction of 21 IQ points for those who remained in the orphanage; this difference was
Describe the application of psychodynamic in health and social care
P3 - Describe the application of psychodynamic in health and social care The unconscious mind The unconscious mind is part of the brain that stores repressed memories that have been forgotten or stored away so that they are not brought to the surface to be remembered as they may be unpleasant. Freud believed that the unconscious mind is very important as it determines someone's behaviour. This is called the dynamic unconscious. Behaviour is changed through the unconscious mind because when a bad memory has been stored away and not resurfaced because of the pain it entails it makes someone unconsciously, for example more anxious, erratic and possibly scared of certain situations. According to www.skepdic.com '[the] unconscious mind has been restricted to potentially harmful memories that might be stored or stirring there, memories of bad experiences that influence our conscious behaviour even though we are unaware of their impact. Because of this, behaviour is different and changed in someone and the unconscious mind is unaware of it which in conclusion makes the person unable to change their behaviour. Early experiences Early experiences in a person's life are incredibly important for their behaviour and lifestyle in future life. According to www.psychology.about.com, 'According to Freud, much of a child's personality is completely established by the age of
Trace Decay Theory
Theory of Availability - Trace Decay Theory a) The trace decay theory argues that memories become less available over time as our brains create a path or 'trace' to each memory which, if we don't rehearse it, will fade away and we will no longer be able to remember it anymore. It argues that once the trace has faded, that particular memory is gone forever. To keep memories available we must constantly revisit and rehearse them. This theory explains the reasons why we remember interesting or meaningful information; however, this theory does not really apply to procedural memories, for example riding a bike, swimming, as once we have learned how to do these processes we rarely forget them. Ebbinghaus in 1985 carried out an experiment on himself by making himself learn a list of nonsense syllables and then tested his recall over time intervals. The intervals ranged from 10 minutes up to 30 days, and he found that the longer the duration, the less words he could recall. Ebbinghaus concluded that over time, the trace faded and the list of syllables was lost. However, there are some criticisms of this experiment, one being that he was the only participant so it is hard to make a generalisation from such a small sample. A further criticism of his experiment was using himself as a participant which could lead to experimenter bias. He knew what his aims and results were, so there
Outline and evaluate nature of short term memory using studies e.g. capacity, duration and encoding.
Outline and evaluate nature of short term memory using studies e.g. capacity, duration and encoding. Short term memory is a system for storing information for a short period of time before important bits of information are transferred to the long term memory. There are differing opinions on the exact nature of short term memory with some researchers (e.g. Atkinson and Shiffrin 1968) stating that STM is simply a temporary storage depot for incoming information with others (e.g. Baddeley 1986) preferring to use the term 'working memory' to indicate its flexible aspects. STM has a limited capacity in that we can only hold a small number of items at any one time. According to Miller's 'magic number seven', most people's capacity for remembering sequences of digits, letters, words or even larger chunks of information is seven in a sequence-plus or minus two. There are a number of factors that can affect capacity, including the influence of long term memory as it causes difficulties in using the immediate digit span as a measure of STM capacity due to the fact that, as illustrated by Bower and Winzenz (1969), digit strings that are repeated within a series of immediate memory span trials become progressively easier for participants to recall therefore proving that information stored in the LTM is helping to increase STM capacity temporarily, the influence of reading aloud as it
A study by Loftus and Palmer (1974) into the accuracy of Eye Witness Testimony aimed to find out if changing the wording of a question could distort ones ability to recall from memory an event.
The accuracy of Eye Witness Testimony has been tested by many different approaches in psychological research of memory. A study by Loftus and Palmer (1974) into the accuracy of Eye Witness Testimony aimed to find out if changing the wording of a question could distort one's ability to recall from memory an event. They showed their participants a series of car crash videos before asking them to fill out a questionnaire. One of the most important questions included asking the participants what speed the cars were travelling at. They used an independent measures design to divide the participants into 5 conditions: 'Smashed', 'Collided', 'Bumped', 'Hit', 'Contacted'. The results from this experiment provide good research into accuracy of eyewitness testimony because it found that by changing the wording of a question, it significantly influenced the speeds given by the participants. For example, those in the 'smashed' condition provided the highest average of speed of 40.8mph, whilst those in the 'contacted' condition's average were merely 31.8mph. Similarly, when called back a week later and asked if any broken glass was seen, they found that although there wasn't any present, 32% in the 'smashed' condition said they had seen broken glass. Loftus and Palmer therefore concluded that by using the word 'smash' it gives suggestions of strong impact and thus shows that leading
