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)
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
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
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
Eyewitness performance in Cognitive and Structured interviews.
Memon, A., Wark, L., Holley, A., Bull, R. & Koehnken, G. (1997) Eyewitness performance in Cognitive and Structured Interviews. Memory, 5, 639-655. Eyewitness performance in Cognitive and Structured Interviews Amina Memon[1], University of Texas at Dallas, School of Human Development, Richardson, TX 75083-0688, USA Linsey Wark & Angela Holley Department of Psychology University of Southampton Southampton S017 1BJ U.K. Ray Bull Department of Psychology University of Portsmouth Portsmouth P01 2ER U.K. Guenter Koehnken Institut fur psychologie Universitat Kiel Olshausenstr 40-60 24098 Kiel Germany Keywords: cognitive interview, eyewitness, retrieval, mnemonics, training Abstract This paper addresses two methodological and theoretical questions relating to the Cognitive Interview (CI), which previous research has found to increase witness recall in interviews. (1) To what extent are the effects of the CI mnemonic techniques when communication techniques are held constant? (2) How do trained interviewers compare with untrained interviewers? In this study, witnesses (college students) viewed a short film clip of a shooting and were questioned by interviewers (research assistants) trained in conducting the CI or a Structured Interview (SI), similar to the CI save for the `cognitive' components, or by untrained interviewers (UI). The CI and SI
Investigation of cognitive development
Abstract This study is concerning about whether children in the Pre- operational stage can conserve. The design the researcher used was clinical interview. The experiment involved pouring liquids from one short glass to a tall glass then asking the subjects if the amount of the liquid changed. Results showed that 7/24 participants were able to conserve. Methodology This experiment will involve using clinical interview which will consist of questions and answers. Clinical interviews are the most informal and in-depth technique; they allow the interviewer to re-phrase questions if necessary, to ask follow-up questions or clarify answers that are vague or contradictory. Clinical interview has also been chosen because it provides flexible choices since all the children at this age have different literacy abilities. This method helps us as researchers to understand how children's ability to understand works at the Pre-operational stage. The scenario the participants will be faced with is; 1 short glass and one tall glass will be put on a table both which will be illustrated with cartoons. Ribena juice drink will be used as the liquid in which the child will have to conserve; the Ribena was decided to be used to due the children's familiarity with the drink. This will allow social context to be taken place. The contents of one of the glasses will be emptied from one glass into
Interview Techniques
CONTENTS THE INTERVIEW AND INTERVIEW TECHNIQUES 0 WHAT IS THE INTERVIEW? 2 TYPES OF THE INTERVIEW 2 BASED ON PURPOSE 2 CONFIRMATION INTERVIEW 2 EMPLOYMENT DECISION INTERVIEW 2 IN PERSON SCREENING 3 SELECTION INTERVIEW 3 SCREENING INTERVIEW 3 TELEPHONE SCREENING 3 BASED ON FORMAT 3 COMMITTEE INTERVIEW 3 GROUP INTERVIEW 3 LUNCH INTERVIEW 3 ONE ON ONE 4 ONE TO ONE (structured) 4 ONE TO ONE (unstructured) 4 PANEL OF PEOPLE 4 PEER GROUP INTERVIEW 4 PHONE INTERVIEW 4 PRELIMINARY INTERVIEW 5 SEARCH COMMITTEE OR BOARD INTERVIEW 5 SITE INTERVIEW 5 TELEPHONE SCREENING INTERVIEW 5 VIDEO CONFERENCE INTERVIEW 5 WORK SAMPLE INTERVIEW 5 BASED ON STYLE 5 OPEN-ENDED OR NON DIRECTIVE INTERVIEW 5 QUESTION AND ANSWER OR DIRECTED INTERVIEW 6 STRESS INTERVIEW 6 BEFORE - DURING - AFTER THE INTERVIEW 6 BEFORE THE INTERVIEW 6 THE DAY BEFORE THE INTERVIEW 6 THE NIGHT BEFORE THE INTERVIEW 6 DRESSING FOR AN INTERVIEW 7 MEN AND WOMEN 7 WOMEN 7 MEN 7 DURING THE INTERVIEW 7 THINGS TO DO DURING THE INTERVIEW 7 THINGS NOT TO DO DURING THE INTERVIEW 8 TYPES OF THE INTERVIEW QUESTIONS 9 SAMPLE QUESTIONS AND ANSWERS FOR INTERVIEWS 9 THE OTHER SAMPLE QUESTIONS 11 QUESTIONS TO ASK THE INTERVIEWER 12 MAKING A GOOD IMPRESSION IN THE INTERVIEW 13 BODY LANGUAGE 13 VERBAL LANGUAGE 14 AFTER THE INTERVIEW 14 THANK-YOU LETTERS 14 FOLLOWING UP 14 SECOND INTERVIEWS 15 THE
Piaget's theory of cognitive development
Q. Discuss research into Piaget's theory of cognitive development. A study was conducted by Piaget (1967) to investigate at which age children have developed conservation. A laboratory experiment was used where Piaget took 2 containers, which consisted of liquid. One was taller and thinner and the other was wider but shorter. Both the containers contained the same volume of liquid. The children were then asked which container had more liquid filled in. The results found that the child ages 2-7 said it was the taller container that had more liquid and children ages 7 upwards said that both the containers had the same amount of liquid. The conclusion drawn is that the children aged from 2-7 were in the pre-operational stage and were unable to understand different aspects tat affected the volume of water, (e.g. the width of the containers). Whereas the children who were 11 years old onwards went through to the concrete operational stage to the formal operation stage therefore were able to consider all variables that affected the task. This shows that children go through cognitive development in different stages and that conservation only occurs at a later age after the child has gone through all the stages of cognitive development. Piaget contributed a big breakthrough in understanding how children 'think' with the studies that he did. His research has been a success
Interview Evaluation
Task 6: Evaluation I will know evaluate the recruitment and selection process. To do this, I will be looking at the positives the negatives things that happened during this process. By evaluating the recruitment and selection process it will give overall feedback and I will give me ways in which I could improve if I were to do it again. The good things about the recruitment process were the recruitment documents produced; the job description, person specification and job advert. The documents contained most of the key information that is required for the candidate to know about the job. For example in the job description, it outlines the main duties the candidates would have to carry out for example if they were appointed they would have to teach the lesson, set homework and monitor the student's progress. It also contained motivation factors such as money and fringe benefit so the candidate would be attracted to it which meant that they're more likely to apply. As well as motivational factors it also contained training which another reason that encourages the candidate to apply was. The job description contains the Greenford High School logo in the header which made it look more professional and a list of the companies they're associated with such as Healthy School which again made the school look more professional. In the person specification, it contains a list of
Anthropology Interview
Questions: . What is your history? What is your home of origin? Why did you/your family settle in _____? 2. What are some of your family customs and roles of members within your family? What is your role in your family? 3. How closely do you identify with and affiliate with your culture? 4. What religious or spiritual beliefs are influential in your culture and for your family? 5. What would be the characteristics and practices of people who are Muslim? 6. What are the similarities/differences between Christians and Muslims? 7. Who are the power structures in your family? Is age a factor in who has power? How are decisions made at the family and community level? 8. How can you communicate effectively in your culture? Consider the meaning of tone of voice, gestures, eye-contact, overall body language, terminology used to describe health, face-saving behaviors. 9. Identify and verify customs, beliefs, and practices that might be misinterpreted by established institutions within your community e.g. schools, law enforcement, social services, health care providers (this includes such beliefs around certain body parts such as the head, male and female circumcision, cutting or puncturing the skin, transfusions, autopsies) Katie McCormick Anthropology 104 Interview Assignment May 7, 2009 Viewing the World Outside of My Own Culture I interviewed Rasheed, a Muslim
