This document provides an overview of a lesson on eyewitness testimony and the effect of misleading information. The lesson includes introducing eyewitness testimony, prominent psychologist Elizabeth Loftus and her research in this area, and key questions about how misleading information affects eyewitness memory. The lesson also involves student presentations on how factors like age, anxiety, alcohol and race can impact eyewitness accuracy. A review of last week's homework and assessment is provided which involved tasks relating to memory models and eyewitness testimony research.

1. Friday 26 October 2012 c/w
`
Cognitive Psychology
Eyewitness Testimony
Learning Outcomes Keywords
•Eyewitnes
 I can describe and
s
evaluate research into
testimony
the effect of misleading
•Misleadin
information on
g
eyewitness testimony
informatio
n

2. Lesson overview
Starter Hwk
Review of assessement task from Create a
last week
presentation
Main Tasks (using graphics
Introduction to eyewitness and images) to
testimony and misleading
illustrate how:
information
Star psychologist – Elizabeth Age
Loftus Anxiety
Group/individual presentations on Alcohol
key questions Race
Plenary affect the
Key questions – review accuracy of eye-
witness

3. Assessment – 19 October 2012
1. The diagram below illustrates the multi-store model of
memory. Write appropriate labels for A and B (2)
A=Short Term Memory B= Rehearsal
2. 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

4. 3. Outline and evaluate the working
memory model (12)
Outline of WMM
 Focus on STM
 Four elements (diagram helpful) and what they do
Evaluation 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...

5. 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.

6. 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

7. Star Psychologist – Elizabeth Loftus
 Research (with John Palmer) on the effect of
misleading information on Eyewitness Testimony
(EWT)
 Famous for work on „false memories‟.

8. 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?

9. 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 –

11. Further resources...