Explain how the cognitive interview differs from the standard interview and assess the effectiveness of the cognitive interview

Steven Truong Explain how the cognitive interview differs from the standard interview (6 marks) In the past, police used standard interview for eyewitnesses to get information about the event, this involved questions which were brief, closed and direct. The sequencing of questions wasn’t in chronological order which often didn’t match the witnesses’ on image of events. Police questioners would also often interrupt the witnesses and not allowing them to expand on their answers The cognitive interview, developed by Geiselman and Fisher in 1992, is used nowadays and is much different to the standard interview, as first of all, the time in which the witnesses have is as long as they need and not short (5-30 mins) like a standard interview was. A second difference is that in the cognitive interview, witnesses are encouraged to report every detail, no matter how minor it may seem. Context reinstatement is used where the witness are asked to think about the time of the event and bring themselves back in order to aid memory recall. No questions are asked, this means that the witness is able to freely recall from start to finish. Witnesses are also asked to recall the event in reverse order and/or from a different perspective which is different from the standard interview, this is to help aid memory recall. Assess the effectiveness of the cognitive interview (4 marks)

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  • Level: AS and A Level
  • Subject: Psychology
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Outline & Evaluate the Cognitive Interview

Outline & Evaluate the Cognitive Interview The cognitive interview was devised by psychologists in order to eliminate the effects of misleading questions and misleading information. The process consists of first reporting everything the witness can remember, even information they believe to be unimportant. Then the witness is asked to mentally instate their experience, where they mentally use their sense to recall information. After this the witness is asked to change the order in which they recall the event, for example going backwards, and finally the witness is asked to change the perspective from which they recall the data, telling the officer the situation from above or as an onlooker. Fisher and Geiselman found that reporting everything and mental reinstatement check for consistency of the eyewitness report, and changing the order and perspective helps to create a different route to recall, increasing the amount of information. The cognitive interview has strong supporting research; Kohnken et al for example, reviewed research into eyewitness testimony and found that the cognitive interview increased the amount of correct information recalled by 48%, compared to the standard interview. Also, Stein & Memon found that the cognitive interview is effective because people remember more when given cues. They made Brazilian female cleaners watch a video of an abduction, and

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  • Level: AS and A Level
  • Subject: Psychology
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Outline and evaluate the cognitive interview.

Outline and evaluate the cognitive interview. The cognitive interview (CI) has four main parts. The first part is to report everything. The interviewer encourages the reporting of every single detail of the event, even though it may seem irrelevant just in case it is a vital piece of evidence. In the second part of the CI, the interviewer encourages the interviewee to mentally recreate the environment and contacts from the original incident. This allows the witness to recreate the scene of the crime, which may jog their memory. In the third part of the CI, the interviewer may try alternative ways through the timeline of the incident, for example by reversing the order in which the event s occurred. This is an efficient way of getting them to remember details as it stops them thinking in one way (e.g. assuming that something follows something else because it usually does). The fourth part requires the interviewee to recall the incident from multiple perspective, for example by imagining how it would have appeared to other witnesses present at that time. Research has generally supported the effectiveness of the CI over the standard police interview (SI). Kohnken et al. carried out a meta- analysis of studies comparing the CI to the standard police interviews found that the CI produced a significant increase in the amount of accurate information recalled. Research with police

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  • Level: AS and A Level
  • Subject: Psychology
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Describe and Evaluate Research by E.Loftus into Eye Witness Testimony, the implications of the findings and the Cognitive Interview.

Describe and Evaluate Research by E.Loftus into Eye Witness Testimony, the implications of the findings and the Cognitive Interview. One area of importance into memory research is Eyewitness Testimony which can have important applications to everyday life. Understanding our memory of events that occurred when a crime or incident has happened, details of who and what happened surrounding the crime or event relies on eyewitnesses and their recollection of the crime' or incident. A legal term) Eyewitness Testimony is crucial as it plays an important role in evidence used in criminal investigations and trials. However research into eyewitness testimony has shown that Eyewitness Testimony is not always accurate. One of the leading researchers in the field of Eye Witness Testimony (EWT) is Elizabeth Loftus who along with her colleagues carried out extensive research in EWT. In 1974 Loftus & Palmer conducted an experiment to investigate the accuracy of memory after witnessing a car accident, particularly to see how information provided to a witness by way of leading questions after the accident would influence their recollection of the accident. In the first experiment carried out under laboratory conditions, 45 participants divided into 5 groups were shown 7 clips of events leading up to a car accident, after each clip they were asked to answer some questions but the crucial

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  • Level: AS and A Level
  • Subject: Psychology
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Explain how biological factors may affect one cognitive process.

Zoe Sykes 12.3Psychology - Cognitive Ms St John Explain how biological factors may affect one cognitive process. (22 marks) The physiological approach to psychology very often affects cognitive processes, for example memory. Memory is affected by many different factors varying from culture, rehearsal, specific patterns in the article and many more. Our brains affect memory physiologically. The different areas of the brain have different functions, however there is not always one specific area that is assigned to perform one specific role. Therefore, different parts of the brain work collaboratively together in order to carry out a process such as memory. Some of the parts of the brain that are involved in memory are the hippocampus, frontal lobes, Wernicke’s area and Broca’s area. In the case of Clive Wearing who was a highly respected musician in his 40s, when he contracted a viral infection in 1985, which left him with extensive damage to the frontal lobes and hippocampus parts of his brain. This resulted in Wearing to have the inability to form memories of new information, which is known as anterograde amnesia. As well as this he is also unable to form new long-term memories, which is called retrograde amnesia. Despite not being able to form new long-term memories, Clive could still remember things that were very important to him in his life. For example his

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  • Level: International Baccalaureate
  • Subject: Psychology
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Explain how biological factors may affect one cognitive process.

Emaan Jadoon 0/13/12 12G Explain how biological factors may affect one cognitive process. Cognitive processes are imperative for human behavior since their core is about knowledge and they way people use that knowledge under certain circumstances. For example, our brain has different areas in which our memory, emotions, and perception are stored and all that is stored is fairly accurate. Also, our brain stores memory in phases and then we retrieve it through language since the language of the brain is translated to the language of our body allowing us to understand the stored memory. Eventually, the stored memories lead us to learning and finally to intelligence. However, at times our biological factors such as hormonal levels or different areas of the brain are damaged in such a way that they hinder our instinct to use our cognitive abilities. In 1957, Scoville and Milner attempted the case study of H.M. H.M was a 7 year old boy who fell off from his bicycle and ended up with an injury to his head. By the age of 10, he started to have epileptic seizures and by the age of 27, the epileptic attacks prevented him from leading and living a normal life. Scovile performed an experimental surgery on H.M’s brain to stop the seizures and even though, they stopped he suffered from amnesia for the rest of his life. The case study of H.M provides information on how

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  • Level: International Baccalaureate
  • Subject: Psychology
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Explain one psychological or social question from the cognitive perspective

ERIKA PÄRN IB07 6. a) Explain one psychological or social question from the cognitive perspective One psychological question, which may be explained using the cognitive approach is aggression. Aggression being the social question may be defined as any form of behavior directed towards the goal of harming or injuring another living being who is motivated to avoid such treatment. The cognitive approach is concerned with how people acquire, store, transform, and use information. Cognitive psychologists rejected behaviorist assumption that mental events or states were unsuitable for scientific research. The main assumption of this perspective is that mental processes can be investigated scientifically. Thus aggression is explained by concentrating on how cognitive processes actively organize and manipulate information received. According to the cognitive perspective humans do not merely respond passively to the environment. This may be seen as soft determinism. Thus aggression is something outside our control as it is linked to cognitive processes within the brain. Cognitive approach sees that aggression cannot be understood without considering mental processes. One important aspect affecting our behavior is our capability of learning from others. This is tied with social learning theory. Cognitive social learning theory offers an explanation for aggression this being

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  • Level: International Baccalaureate
  • Subject: Psychology
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Explain one psychological or social question from the cognitive perspective

Explain one psychological or social question from the cognitive perspective One psychological question, which may be explained using the cognitive approach is aggression. Aggression being the social question may be defined as any form of behavior directed towards the goal of harming or injuring another living being who is motivated to avoid such treatment. The cognitive approach is concerned with how people acquire, store, transform, and use information. There are different types of aggression. The first being instrumental aggression and the second hostile aggression. Instrumental aggression is linked to the behaviorist explanation of aggression. Where as hostile aggression is connected with the cognitive explanation of aggressive behavior. A key concept in cognitive psychology which can be applied to the explanation of aggressive behavior is priming. According to the cognitive perspective priming is an phenomenon whereby a thought or memory increases the activation of associated thoughts or memories. When aggression is explained with priming it is assumed that aggression can be primed in an individual. Berkowitz and LePage (1967) conducted a study 'weapons effect' investigating the effect of priming on aggression. The study found that angered participants gave more shocks to their experimental partner when they were exposed to weapons than when they were not exposed to

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  • Level: International Baccalaureate
  • Subject: Psychology
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How to interview

How to interview Interviewing is an art form of intricate discipline that combines preparation and spontaneity in a potent mix. Like any art form, it's practiced so many different levels, depending on the innate talent, hard work, and creativity of its performers. At its best, what really takes place is an "inter-view"- a mutual process of looking inward( inter means " between" ). The success depends on first understanding your own internal views. The more self-awareness you cultivate, the greater the ease and skill you'll bring to the interview process. The word interview is derived from the French entrevue/entrevoir, meaning " to see one another". The tremendous opportunity available to find out about yourself through discovering other people, their ideas , and your responses to them can come from interviewing. Successful interviewing requires a basic foundation, advanced research, negotiating a interview, preparation, and recording. The basic foundation for any interviewer is to be able to communicate and listen. Communication is a learned process that never really stops once we initiate it. Communication is also a complex process among differently programmed individuals using an infinite variety of symbols-language being only one kind of symbol. To communicate successfully in the interview setting, both parties must be in a state of readiness, able to

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  • Level: GCSE
  • Subject: Drama
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Explain the values of the cognitive perspectives in supporting individuals. Using Piagets and Kellys theories on cognitive development

Unit 8: Assignment 8.5 P5: Explain the values of the cognitive perspectives in supporting individuals. 8.5a: Using Piaget's and Kelly's theories on cognitive development, describe how people think. Piaget, a Swiss philosopher and psychologist, was one of the first psychologists to show how children's thinking develops from infancy through to adolescence. For example, Piaget showed that babies have to learn an idea of object permanence, that things continue to exist even through the child cannot see them, whereas other children take this for granted. He would show desirable toys to an infant, and then cover it with a cloth. Some children showed signs of confusion or upset, which were interpreted as showing that they thought the toy had disappeared. One of Piaget's most famous experiments was about conservation. A child would be shown some liquid in a clear container. The container is short and wide, and the child can see the liquid in the container. The experimenter then pours the liquid from the short, wide container into the tall thin container and it rises higher. Children under the age of seven are likely to say that there is now more liquid than there was before. After around the age of seven, children are likely to say that the amount hasn't changed. Piaget said that children go through four stages in developing their thinking. Everyone goes through this stage order,

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  • Level: AS and A Level
  • Subject: Healthcare
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