Friday 26 October 2012 c/w` Cognitive Psychology Eyewitness Testimony Learning Outcomes Keywords •Eyewitnes I can describe and sevaluate research into testimonythe effect of misleading •Misleadininformation on geyewitness testimony informatio n
Lesson overviewStarter HwkReview of assessement task from Create alast week presentationMain Tasks (using graphicsIntroduction to eyewitness and images) totestimony and misleading illustrate how:informationStar psychologist – Elizabeth AgeLoftus AnxietyGroup/individual presentations on Alcoholkey questions RacePlenary affect theKey questions – review accuracy of eye- witness
Assessment – 19 October 20121. The diagram below illustrates the multi-store model of memory. Write appropriate labels for A and B (2)A=Short Term Memory B= Rehearsal2. Explain one strength of the multi-store model of memory (2)Multi store model is supported by research evidence (1) for example Glanzer and Cunitz demonstrated a primacy effect (LTM) and recency effect (STM B Sensory Long-Term A Memory Memory
3. Outline and evaluate the working memory model (12)Outline of WMM Focus on STM Four elements (diagram helpful) and what they doEvaluation of WMM Supported by research evidence (e.g. Bunge et al 2000) Supported by case studies of brain-damaged patients but limited validity Further research needed e.g. Central Executive function not supported by evidence...
Last week‟s homework...1. Read handout on „What the witness saw‟. Summarise key points.2. Read p32-33.3. Look at „Can you 1.7‟. For each question prepare a mini-lesson/presentation that you will give to the class next Friday.
Eyewitness Testimony Miscarriages of Justice“Mistaken eyewitness identification was largest single factor contributing to conviction of innocent people (who had been convicted but later exonerated by DNA tests)” Wells and Olsen 2003
Star Psychologist – Elizabeth Loftus Research (with John Palmer) on the effect of misleading information on Eyewitness Testimony (EWT) Famous for work on „false memories‟.
Key Questions How has effect of misleading information on eyewitness testimony been researched? What has the research shown? What are the strengths/weaknesses of this research? Does misleading information alter they way information is stored or retrieved?
Key Questions How has effect of misleading information on eyewitness testimony been researched?Loftus and Palmer 1974 – video showing collisions. Participants asked, using critical questions, to estimate speed and to recall broken glass. What has the research shown?Speed estimated to be higher when critical question had words like smashed rather than contacted. What are the strengths/weaknesses of this research?Lacks validity – not a real EWT situation therefore participants may not be emotionally aroused or take it seriously. Foster et al showed more accurate responses if participants feel it is a real situation. This view supported by Yuille and Cutshall(1986) following study of a real armed robbery in Canada. Does misleading information alter they way information is stored or retrieved?Misleading information can affect accuracy of recall –