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1
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- Key Study: Loftus & Palmer
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2
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- PROCEDURAL: ACQUIRED SKILL
- The way we use perceptual, cognitive &
- motor skills. Skills a=
re
memories in action.
- DECLARATIVE: FACTUAL
- The way we recall explicit information &
- involve some degree of conscious effort.
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3
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- Two types of Declarative memory
- (Endel Tulving 1972)
- Semantic memory: generic & categorical that stores the basic mea=
ning
of words.
- Closely resembles an encyclopaedia rather than an autobiography.
- Includes: facts about grammar, music, formula etc.
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4
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- Episodic Memory
- Involves remembering events that have
- been personally experienced.
- Stores autobiographical information,
- perceptual experiences, temporal coding
- (time tags) to identify where & when
- events occurred
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5
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- Bartlett (1932)
- People do not simply repeat what they have learned but
‘Reconstruct’ what they remember.
- Bartlett argued, this reconstruction or ‘schema/structures of
prior knowledge’ was responsible for unintentional reconstruct=
ion
of past events.
- We organise material to make it meaningful or change it to make it f=
it
better with existing material
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6
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- 7 types of changes we make to information
- Emphasis
- Affective distortions
- Meaning shift
- Shortening
- Personal coherence
- Conventionality
- Omission of names and numbers
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7
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- Researcher in the field of cognitive psychology and in particular how
this affects the legal system.
- Specialism in eye-witness testimony.
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8
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- Loftus showed in a series of studies that eyewitness reports could n=
ot
be unquestioningly relied upon.
- This is based in the fact that although our senses perceive the world
nevertheless our mind needs to make sense of this and therefore we do
not recall events as a video recorder does.
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9
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- ‘RECONSTRUCTION OF AUTOMOBILE DESTRUCTION’
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10
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- 1st Experiment
- Design =3D lab experiment
- Procedure =3D 7 x films of 5 to 30 seconds duration depicting car
accident.
- 45 Ps witnesses a video of a car crash.
- Asked a number of questions with one critical
question………‘About how fast were the cars goi=
ng
when they hit each other?’
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11
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- Critical Question – ‘About how fast were the cars going =
when
they.…smashed, collided, bumped, hit, contacted.
- Verb is changed in 5 ways.
- Results =3D higher estimation of speed for ‘smashed’ com=
pared
to other conditions.
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12
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- 2nd Experiment
- Similar to 1st experiment but with only 3 conditions (sma=
shed,
hit and control)
- A week later they are asked a number of questions about the car crash
with the critical question: ‘whether they remembered seeing
glass’.
- 16 / 50 Ps in the ‘smashed’ condition said yes. 7 / 50 in the ‘=
hit’
condition said yes.
- 6 / 50 in=
‘control’
condition said yes.
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13
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- 1st study shows that recall of information can be altered=
by
the use of specific wording or ‘retrieval cues’.
- 2nd study shows that information from original memory can=
be
merged with information ‘after the fact’. Thus ‘Di=
stortion
of information can occur’.
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14
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- The studies were conducted in laboratory settings and therefore argu=
ably
lacked ecological validity.
- P’s can only be misled to a degree.
- Most of the data supports the idea that memory is easily distorted.<=
/li>
- Implication are that eyewitness testimony should not be used as evid=
ence
in court in an unquest=
ioning
way.
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