The document discusses research into human memory and eyewitness testimony. It summarizes research that found short term memory can hold 7 items while long term memory has unlimited capacity. Eyewitness testimony research found that misleading post-event questions can alter a person's memory of an event. For example, asking "how fast were the cars going when they smashed" versus "when they contacted" impacted participants' estimates of speed in a filmed accident. The document also evaluates memory models like the multi-store model and working memory model, and factors affecting eyewitness accuracy such as anxiety, "weapons focus effect", and characteristics of the eyewitness.
Complete anatomy quick review
Surface Anatomy
Muscular System
Sukhera Illustrators Presents to You This Concise Summary of Anatomy
complete anatomy quick review ,surface anatomy ,muhammad arslan yasin sukhera from kacha pakka ,sukhera illustrators ,sukhera ,tips and tricks ,easest way to remember ,joints and ligaments ,human body ,bones ,muscles ,nerves ,blood supply ,brain ,sensory nerves ,shortcuts to rembeber
sKELETAL sYSTEM
Visceral System
Complete anatomy quick review
Surface Anatomy
Muscular System
Sukhera Illustrators Presents to You This Concise Summary of Anatomy
complete anatomy quick review ,surface anatomy ,muhammad arslan yasin sukhera from kacha pakka ,sukhera illustrators ,sukhera ,tips and tricks ,easest way to remember ,joints and ligaments ,human body ,bones ,muscles ,nerves ,blood supply ,brain ,sensory nerves ,shortcuts to rembeber
sKELETAL sYSTEM
Visceral System
Acinetobacter baumannii is an opportunistic nosocomial pathogen that causes ventilator-associated pneumoniae, bacteraemia, and wound and skin infections in immunocompromised individuals. A. baumannii can be multi-drug resistant and has become a concern for the global health care community, which must contain contamination and prescribe successful treatment for affected patients. The success of A. baumannii can be attributed to its plastic genome, which enables antimicrobial resistance, the ability to survive desiccation for extended periods, biofilm formation and capsule production to protect it from the human immune system.
Capsule production by A. baumannii has been linked to antimicrobial resistance, biofilm formation, immune system evasion and desiccation persistence. Across the A. baumannii species, there are numerous capsule types that incorporate different sugars and configure them in different orientations. These capsule regions have been mapped and located across numerous strains, which suggests that the capsule locus is conserved. All capsule regions are flanked by the same genes: fkpA and lldP. To date, there has been no investigation of the possibility of the different capsule types affecting desiccation persistence, antimicrobial resistance, biofilm formation and immune evasion differently without background genetics influencing the results.
The first aim of this study was to construct an operon assembly vector (OAV) system to investigate whether different capsule types will affect desiccation persistence, antimicrobial resistant, biofilm formation and immune evasion differently. OAV system construction involves three mains steps: (i) cloning an origin of replication specific to Acinetobacter spp., (ii) homologous recombination of the fkpA and lldP genes in yeast that will act as hook regions and (iii) reassembling the capsule biosynthesis operon (cps) locus from American type culture collection (ATCC) 17978 into the vector using homologous recombination in yeast. The first step of OAV system construction was achieved.
The second aim of this study was to knockout the cps gene region in ATCC 17978 to create an isogenic mutant, ∆cps2, to enable the analysis of different capsule types using the OAV system. The isogenic mutant ∆cps2 was also characterised for resistance to desiccation, disinfectants and lysozyme to determine whether, without the capsule protecting the cell, the strain has reduced survival and therefore reduced persistence.
These are biological membrane exam questions for ocr. head over to www.aleveltopicpapers.com for the answers. http://aleveltopicpapers.com provides more exam topic questions for OCR and AQA. biology, chemistry and physic.
Predicting lead poisoning levels in chicago neighborhoods capstoneCarlos Ardila
This capstone project examines health indicators and demographic data aggregated by the community from 2006 to 2013 and compares the percent of children with elevated blood lead levels (BLL) with building permits, code violations, and HUD-Section 8 subsidized housing data from the same period. The project uses various statistical techniques and was produced as part of the MS Predictive Analytics Capstone Requirement.
Acinetobacter baumannii is an opportunistic nosocomial pathogen that causes ventilator-associated pneumoniae, bacteraemia, and wound and skin infections in immunocompromised individuals. A. baumannii can be multi-drug resistant and has become a concern for the global health care community, which must contain contamination and prescribe successful treatment for affected patients. The success of A. baumannii can be attributed to its plastic genome, which enables antimicrobial resistance, the ability to survive desiccation for extended periods, biofilm formation and capsule production to protect it from the human immune system.
Capsule production by A. baumannii has been linked to antimicrobial resistance, biofilm formation, immune system evasion and desiccation persistence. Across the A. baumannii species, there are numerous capsule types that incorporate different sugars and configure them in different orientations. These capsule regions have been mapped and located across numerous strains, which suggests that the capsule locus is conserved. All capsule regions are flanked by the same genes: fkpA and lldP. To date, there has been no investigation of the possibility of the different capsule types affecting desiccation persistence, antimicrobial resistance, biofilm formation and immune evasion differently without background genetics influencing the results.
The first aim of this study was to construct an operon assembly vector (OAV) system to investigate whether different capsule types will affect desiccation persistence, antimicrobial resistant, biofilm formation and immune evasion differently. OAV system construction involves three mains steps: (i) cloning an origin of replication specific to Acinetobacter spp., (ii) homologous recombination of the fkpA and lldP genes in yeast that will act as hook regions and (iii) reassembling the capsule biosynthesis operon (cps) locus from American type culture collection (ATCC) 17978 into the vector using homologous recombination in yeast. The first step of OAV system construction was achieved.
The second aim of this study was to knockout the cps gene region in ATCC 17978 to create an isogenic mutant, ∆cps2, to enable the analysis of different capsule types using the OAV system. The isogenic mutant ∆cps2 was also characterised for resistance to desiccation, disinfectants and lysozyme to determine whether, without the capsule protecting the cell, the strain has reduced survival and therefore reduced persistence.
These are biological membrane exam questions for ocr. head over to www.aleveltopicpapers.com for the answers. http://aleveltopicpapers.com provides more exam topic questions for OCR and AQA. biology, chemistry and physic.
Predicting lead poisoning levels in chicago neighborhoods capstoneCarlos Ardila
This capstone project examines health indicators and demographic data aggregated by the community from 2006 to 2013 and compares the percent of children with elevated blood lead levels (BLL) with building permits, code violations, and HUD-Section 8 subsidized housing data from the same period. The project uses various statistical techniques and was produced as part of the MS Predictive Analytics Capstone Requirement.
Metal protein attenuating compounds for the treatment of alzheimer's dementiaLoki Stormbringer
The protein amyloid-β (Aß) is strongly implicated in the development of Alzheimer's dementia, where it aggregates in clumps causing damage and death of brain cells. This clumping is encouraged by copper and zinc (metal ions) in the brain. Metal protein attenuating compounds (MPACS) bind strongly to copper and zinc (this is known as chelation), both preventing the clumping together of Aß and promoting processes which may cause it to dissolve and so be cleared from brain cells. Therefore MPACS may be a potential therapy for Alzheimer's dementia. Two different types of MPAC have been used in clinical trials and the drugs are known as PBT1 and PBT2. The trial of PBT1 compared with placebo (in 36 patients) showed no statistically significant difference in cognition or memory between the active treatment and placebo groups at 36 weeks. We therefore conclude that there is no current evidence that treatment with clioquinol (PBT1) has any significant effect on cognition and in particular memory (as measured by the ADAS-Cog scale) in patients with Alzheimer's dementia. This drug has now been withdrawn from development. The trial of PBT2 showed it was safe after 12 weeks of treatment but demonstrated no overall significant effect on cognition or memory.
Biblical Dream Study Nineteen Hours of Study in Allegorical ContextSister Lara
Biblical Dream Study
Nineteen Hours of Study in Allegorical Context is an Online School of Prayer Student Study Tool on the topic of dreams in the Bible with Instructor Sister Lara
http://onlineschoolofprayer.webs.com
Khóa luận tốt nghiệp Quản trị kinh doanh: Công tác tạo động lực làm việc đối với nhân viên tại ngân hàng TMCP Eximbank chi nhánh Thừa Thiên Huế cho các bạn làm luận văn tham khảo
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Generating a custom Ruby SDK for your web service or Rails API using Smithyg2nightmarescribd
Have you ever wanted a Ruby client API to communicate with your web service? Smithy is a protocol-agnostic language for defining services and SDKs. Smithy Ruby is an implementation of Smithy that generates a Ruby SDK using a Smithy model. In this talk, we will explore Smithy and Smithy Ruby to learn how to generate custom feature-rich SDKs that can communicate with any web service, such as a Rails JSON API.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...
Memory revision booklet
1. 1
AS Psychology: Unit 1 PSYA1 (January exam)
Revision for Memory Booklets 1 and 2
(Including a ‘Memory Dictionary’)
Name…………………………………………
2. 2
2,
Characteristics of Memory (STM and LTM):AO1
Short term memory (STM) and long term memory (LTM) differ from each other in
3 main ways (YOU MUST KNOW THE WAYS IN WHICH THEY DIFFER!!):
CHARACTERISTICS STM LTM
Capacity
Encoding
Duration
Research into the Characteristics of STM and LTM (AO1):
1. Capacity – the amount of information the memory store holds
Research:
…………………………………………………………………………………………………………………………………...
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
………………………………………….........................................................................................................
Duration – the length of time the memory store holds information
Research: ……………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………....
3, Coding – the way information is encoded in the memory store
Research: ……………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………....
3. 3
Evaluation (AO2) of this Memory Research:
(1)A strength of these studies is that the investigations into the
characteristics of the STM and LTM are conducted in a laboratory setting
and therefore the researcher has a high degree of control.
Explain:.................................................................................................................................
................................................................................................................................................
Evidence/Example:............................................................................................................
................................................................................................................................................
................................................................................................................................................
Evaluation:...........................................................................................................................
................................................................................................................................................
(1)A weakness however is that within laboratory experiments there are
high demand characteristics (environmental cues and clues in the
investigation that cause participants to behave unnaturally.
Explain:.................................................................................................................................
................................................................................................................................................
Evidence/Example:............................................................................................................
................................................................................................................................................
................................................................................................................................................
Evaluation:...........................................................................................................................
................................................................................................................................................
(2)Another weakness of the research is that the studies are conducted in
a laboratory and therefore they lack ecological validity.
Explain:.................................................................................................................................
................................................................................................................................................
Evidence/Example:............................................................................................................
................................................................................................................................................
................................................................................................................................................
Evaluation:...........................................................................................................................
................................................................................................................................................
4. 4
Encoding by
………………………
.
Encoding by
………………………
.
Models of Memory
The Multi-Store Model (MSM) of Memory (AO1):
………………………. and ………………………… (1968):
……………
………...
Now have a go at writing a description (AO1) of the Multi-
Store Model of memory (use your buzz words)
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
…………………
…………………
……………………………
……………………………
.
……………………………
……………………………
.
…………..
.
…………..
.
………………………………..
………………………………
…
………………………………..
………………………………
…
Create a set of buzz words to help you remember the Multi-Store Model of memory.
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
5. 5
Evaluation of the Multi-Store Model (AO2)
(1)Evidence to support the MSM comes from research that supports the
idea of separate memory stores.
Explain: …………………………………………………………...................................................................
……………………………………………………………………………………………………………………………………………
Evidence/Example:…………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………….……………………………………………………………………
……………………………………………………………………………………………………………………………………………
Evaluation:………………………………………………………………………………………………………………………
…………………………………........................................................................................……………………
(1)However, one weakness of the MSM is that it suggests that the STM
and LTM stores are unitary.
Explain: This means that………………………………………………………......................……………..
................................................................................................................................................
Example/Evidence:…………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
…………………............................................................................................................……………….
Evaluation:………………………………………………………………………………………………………………………
…………………..........................................................................................................................….
(2)Another weakness of the MSM is that there is evidence to go against
the notion of unitary LTM.
Explain: Brain scanning techniques have found that in fact the LTM is made
up of different stores which are located in different areas of the brain.
Example/Evidence: Cohen and Squire proposed........................................................
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
Evaluation:………………………………………………………………………………………………………………………
………………………….......................................................................................…………………………….
(3)A further weakness of the MSM is that there is evidence which suggests
that the LTM is not unitary.
Explain:.................................................................................................................................
................................................................................................................................................
Example/Evidence:............................................................................................................
................................................................................................................................................
................................................................................................................................................
Evaluation:...........................................................................................................................
................................................................................................................................................
6. 6
The Working Memory Model
Description of the Working Memory Model (WMM) (AO1):
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………….
Create a set of buzz words to help you remember the Multi-Store Model of memory.
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
7. 7
The Components of Working Memory (AO1):
1, Central Executive: ……………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
2, Phonological Loop (inc. Articulatory Loop): ……….………………………………………
………………………………………………………………………………………………..………………………………….…..
…………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
3, Visuo-Spatial Scratchpad: …………………………………………………………………………….…
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
EEvvaalluuaattiioonn ooff tthhee WWoorrkkiinngg MMeemmoorryy MMooddeell ((AAOO22))
(1)One strength of working memory is that there is evidence to support the
view that STM is not unitary.
Explain: This means… ……………………………………………….......................................………..
…………………………………………………………………………………………………………………………………………
Evidence/Example:…………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………..................................................................................................................………
Evaluation:………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
(2)Another positive aspect is that there is physiological evidence to support the
WMM.
Explain: This means… ……………………………………………….......................................………..
…………………………………………………………………………………………………………………………………………
Evidence/Example:…………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………..................................................................................................................………
Evaluation:………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
8. 8
Evaluation continued...
(1)However, a weakness is that the exact role of the Central Executive
unclear.
Explain: This means… ……………………………………………….......................................………..
…………………………………………………………………………………………………………………………………………
Evidence/Example:…………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………..................................................................................................................………
Evaluation:………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
(2)A further criticism is that the model fails to account for ‘musical
memory’.
Explain: This means… ……………………………………………….......................................………..
…………………………………………………………………………………………………………………………………………
Evidence/Example:…………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………..................................................................................................................………
Evaluation:………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
Question Checkpoint
Why not have a go at this 6 Mark Application Question?
Zac is playing a computer game which involves sorting coloured shapes that
appear on the screen. He has to capture the shapes and drag them to the
appropriate collection box. While he plays, he chats to Dan about a football
match. When he has completed Level 1, he moves on to Level 2. Here, the
shapes are replaced by words that have to be sorted according to their
meaning. Zac begins to make mistakes and so stops talking to Dan.
With reference to features of the working memory model, explain why Zac
can easily cope with Level 1 and chat to Dan but, when he gets to Level 2, he
cannot do both things at the same time. (6 marks)
9. 9
Booklet 2: Eyewitness Testimony
Loftus’ Research into EWT – The effect of misleading
information on the accuracy of EWT
Research Study: ……………………. and ………………….. (1974)
Aim: This study aimed to investigate the accuracy of memory of a car
accident to see if ………………… questions distort the accuracy of
immediate recall.
Procedure: …… students were shown ……. films of different traffic
accidents. After each film the participants were given a questionnaire. There
was one critical question: ‘About how fast were the cars going when they hit
each other?’ One group received this question, the other 4 groups received
a variation on this, with ‘hit’ being replaced by either ‘…………………’,
‘……………………’, ‘…………………’ or ‘……………………’.
Findings: The mean speed estimates were calculated for each group.
Smashed: _______mph
Collided: _______mph
Bumped: _______mph
Conclusions: It was concluded that misleading information (leading
questions) can affect the accuracy of memory. It may be that such post-
……………… information causes the information to be altered before it is
stored so that memory is permanently affected.
Information Checkpoint
(1) What are ‘leading questions’? : ..........................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
(2) What is Post Event information: .......................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
Hit: _______mph
Contacted: _______mph
10. 10
EEvvaalluuaattiioonn ooff LLooffttuuss aanndd PPaallmmeerr’’ss ((11997744)) RReesseeaarrcchh ((AAOO22))
(1)One strength of Loftus and Palmer’s study is that there was a high degree
of control over variables.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(1) However, the research was conducted in the artificial setting of the
laboratory.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(2)Another problem is that due to the fact the research was carried out in a
laboratory the findings may not be representative of real life.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(3)A further criticism is that Loftus used her own students as participants.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
11. 11
Validity in EWT Research
Discuss the validity of research into EWT (as most EWT research is
usually conducted in laboratory settings does it have high/low
internal/external validity)?
Question Checkpoint
(1) Explain why studies of EWT have been criticised as lacking validity. (5 marks)
Revision Tip: In this question discuss the external validity of EWT research, e.g.
low population validity (Loftus and Palmer used their own Psychology students) and low
ecological validity (are laboratory settings reflective of real life?)
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
Internal Validity External Validity
Ecological Validity:
Population Validity:
12. 12
Factors Affecting the Accuracy of EWT:
Anxiety:
How can anxiety affect the accuracy of eyewitness testimony?
Laboratory Studies have shown that anxiety can ................................. the
accuracy of eye witness testimony (e.g. research by.....................................)
Other researchers (e.g. ............................................) have found through
real-life investigations that anxiety can ........................................ recall.
1. ………………. 2. ……………………
What does Deffenbacher (1983)
suggest?
Research into the Weapons-focus effect. ( )
Aim:.................................................................................................................................................................
.........................................................................................................................................................................
Procedure:.....................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
Findings:........................................................................................................................................................
.........................................................................................................................................................................
Conclusion:....................................................................................................................................................
.........................................................................................................................................................................
13. 13
EEvvaalluuaattiioonn ooff LLooffttuuss’’ ((11997799)) WWeeaappoonn--FFooccuuss RReesseeaarrcchh ((AAOO22))
(1)Loftus’ findings are supported by further research into anxiety and EWT
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(2)Deffenbacher et al (1983) agree that high anxiety decreases the
accuracy of EWT.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(1)There are contradictory findings from studies in real-life settings which
suggests that anxiety can improve the accuracy of EWT.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(2)Another weakness is that the research carried out by Loftus was
conducted in a laboratory and it is likely that this is problematic because
other factors could have affected the findings.
Demand Characteristics:.................................................................................................
................................................................................................................................................
................................................................................................................................................
Ecological Validity:............................................................................................................
................................................................................................................................................
................................................................................................................................................
14. 14
……….. of the Eyewitness (including ‘Source Monitoring’)
Young children are poor at ‘Source Monitoring’
Poole and Lindsay (2001)
EEvvaalluuaattiioonn ooff PPoooollee aanndd LLiinnddssaayy ((22000011)) RReesseeaarrcchh ((AAOO22))
((11))AA ssttrreennggtthh ooff tthhee ssttuuddyy iiss tthhaatt iitt wwaass aa ffiieelldd eexxppeerriimmeenntt..
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
((22))AA ffuurrtthheerr ssttrreennggtthh ooff tthhee ssttuuddyy iiss tthhaatt tthhee pprroocceedduurree wwaass ccoonndduucctteedd iinn
aann eetthhiiccaall mmaannnneerr..
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
Aim:................................................................................................................................................................
........................................................................................................................................................................
Procedure:....................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
Findings:.......................................................................................................................................................
........................................................................................................................................................................
Conclusion:...................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
15. 15
(1)However, the fact that Poole and Lindsay used a field experiment can also
be considered a weakness.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(2)In comparison to Poole and Lindsay, some studies have shown that children
can show accurate and reliable memory for events.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
What is the ‘own age’ bias? (AO1)
Evaluation of the ‘own age’ bias? (AO2)
16. 16
The Use of The Cognitive Interview
Research study: Fisher and Geisleman (1992) reviewed the relevant
psychological literature on memory, and related this to the way that
interviews were carried out by the police in real life. They found that
problems with the standard police interview include:
(1).............................................…………………………………………………………………………......
(2).…………………………………………………………………………………………………………………………
(3)……………………………………………………………………………………………………………………….…
(4)………………………………..........................................................................…………………
(5)..............................................................................................................................
They also found memory research suggested people remember events better
when they are provided with ……………… …………….. This could be accomplished in
the police interview by mentally reinstating the context of the event being
recalled. Fisher and Geisleman developed an interview technique, the cognitive
interview, which was based on established psychological principles concerning
effective recall. The original cognitive interview technique is characterised by
four distinct components:
Cognitive Interview Techniques
(1)C ………………… R………………….. (CR) – ……….....................................……………………………….
………………………………………………………………………………………………………………………………………………....
How does this stage help increase recall? ...................................................................
.......................................................................................................................................................
(2) R……………….. E…………………. (RE) – …………………..................................…………………………
…………………………………………………………………………………………………………………………………………………
How does this stage help increase recall?………………………………………............................
.....................................................................................................................................................................................
(3) C…………… the P………………………. (CP) - ………………………………...............................………….
…………………………………………………………………………………………………………………………………………………
How does this stage help increase recall?………………………………………………….................
......................................................................................................................................................
4. R…………….. the O……………….. (RO) …………………………………………………............................
…………………………………………………………………………………………………………………………………………………
How does this stage help increase recall?…………………………………………………..................
.......................................................................................................................................................
17. 17
Outline the key differences between the standard and the
cognitive interview.
Standard Police Interview
W
H
E
R
A
S
Cognitive Interview
Evaluation of the Cognitive Interview (AO2):
(1)One strength of the cognitive interview is that it does enhance recall.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
The second principle behind the Cognitive Interview:
E................. S................ P................. (1973)
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................................................................................................................................................................................
Abernathy (1940):............................................................................................................................................
................................................................................................................................................................................
................................................................................................................................................................................
................................................................................................................................................................................
...
18. 18
(2)The effectiveness of the cognitive interview has been supported by
psychological research.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(3)A further strength is that evidence suggests that retrieval cues do
enhance recall.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(1)A weakness of the cognitive interview is that research has suggested that it
does not enhance recall.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(2)A weakness of the cognitive interview is that police have criticised the
procedure.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
19. 19
(3)The cognitive interview raises ethical issues.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
Question Checkpoint
Trevor is a police officer. He is concerned that eyewitness statements he has
taken have often proven to be incomplete and some contain false elements.
When he interviews witnesses, in generally asks lots of short, closed questions.
Because he is always quite busy, he avoids asking general questions and tends to
interrupt if witnesses don’t really say what he wants to know immediately. He
claims his habit of asking questions ‘in no particular order’ ensures he keeps
witnesses on their toes and stops them elaborating on what really happened.
Identify the problems with Trevor’s current method of interviewing witnesses
and suggest changes he could make to improve the accuracy of the eyewitness
testimony. (6 marks)
.....................................................................................................................................................
.....................................................................................................................................................
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21. 21
Visual imagery mnemonics:
Mind Maps: …........................................……………………………………………………………………………..….
………………………………………………………………………………………………….………………………………………………
……………………………………………..................................................................................................…….
Example: …………………………………………………………………………………….............................................
Why (or how) it works: ……………………………………………………………................................……….
………………………………………………………………………………………………….………………………………………………
…………………………………………………...................................................................................................
.......................................................................................................................................................
Method of Loci: ………...............................………………………………………………………………………..….
………………………………………………………………………………………………….………………………………………………
……………………………………………..................................................................................................…….
Example: …………………………………………………………………………………….............................................
Why (or how) it works: …………………………………………………………………................................….
………………………………………………………………………………………………….………………………………………………
…………………………………………………...................................................................................................
.......................................................................................................................................................
Key Word Method: …………….........................…………………………………………………………………..….
………………………………………………………………………………………………….………………………………………………
………………………………………………..................................................................................................….
Example: …………………………………………………………………………………….............................................
Why (or how) it works: …………………………………………………………………................................….
………………………………………………………………………………………………….………………………………………………
…………………………………………………...................................................................................................
.......................................................................................................................................................
Evaluation: Strategies for Memory Improvement (AO2)
(1)Memory improvement techniques work.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
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22. 22
Evaluation Continued...
(2)Visual imagery has been shown in many studies to enhance recall.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(3) Research into memory improvement strategies has validity.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
(1)Many of the memory improvement strategies are very simplistic.
Explain: This means………………………………………………….................................................………..
……………………………………………………………………………………………………………………………........……………
Evidence/Example:……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………………………………
……………................................................................................................................................………
Evaluation:………………………………………………………………………………………………………………….…………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………................………
How can ESP help a person to remember information?