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The Reliability of Eyewitness Testimony
Running head: EYEWITNESS TESTIMONY 1 The Reliability of Eyewitness Testimony Nathan D. Roberts A Senior Thesis submitted in partial fulfillment of the requirements for graduation in the Honors Program Liberty University Spring 2014 EYEWITNESS TESTIMONY 2 Acceptance of Senior Honors Thesis This Senior Honors Thesis is accepted in partial fulfillment of the requirements for graduation from the Honors Program of Liberty University. ______________________________ Joel Cox, Ed.D. Thesis Chair ______________________________ Brianne Friberg, Ph.D. Committee Member ______________________________ Mike Milnor, M.A. Committee Member ______________________________ James Nutter, D.A. Honors Director ______________________________ Date EYEWITNESS TESTIMONY 3 Abstract As perhaps the single most effective method of proving the elements of a crime, eyewitness testimony has been vital to the trial process for centuries. However, the reliability of eyewitness testimony has recently come into question with the work of organizations such as The Innocence Project, which works to exonerate the wrongfully convicted. This thesis examines previous experiments concerning eyewitness testimony as well as court cases in which eyewitnesses provided vital evidence in order to determine the reliability of eyewitness testimony as well as to determine mitigating or exacerbating factors contributing to a lack of reliability. EYEWITNESS TESTIMONY 4 The Reliability of Eyewitness Testimony Eyewitness testimony is perhaps the oldest form of evidence and is typically given the most credibility in the courtroom other than a confession. But exactly how reliable is eyewitness testimony? What are some factors that affect the reliability of eyewitnesses? When should eyewitness testimony be thrown out of court? This thesis will attempt to answer these questions and more through the examination of various experiments and the Federal Rules of Evidence and the discussion of court cases dependent upon eyewitness testimony in order to fully identify the nature of eyewitness testimony. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Cognition and Emotion What Is Emotion? Areas of Inquiry
1 Cognition and Emotion November 15-29, 2007 2 What is emotion? • Communication mechanisms that maintain social order/structure • Behavior learned through operant or classical conditioning, not involving cognitive mediation • Appraisal of biopsychosocial situation • Complex physiological response • Integrated, three-response system construct 3 Areas of Inquiry • Effect of emotion on performance (e.g., memory, perception, attention) • Information processing characteristics of emotional disorders (e.g., anxiety, depresion) • Emotion and social learning • Cognitive neuroscience of emotions – cognitive structure of emotion – neuropsychological studies – cognitive aspects of emotion (e.g., appraisal) 4 5 Introduction & History • James-Lange theory • Cannon-Bard theory • Schacter & Singer studies (2-factor theory) • Facial feedback hypothesis • Neurobiological contributions (Davis, LeDoux) • Neuropsychological perspectives – Somatic markers – Emotional signal processing • Information-processing theories 6 7 James-Lange • "My theory ... is that the bodily changes follow directly the perception of the exciting fact, and that our feeling of the same changes as they occur is the emotion. Common sense says, we lose our fortune, are sorry and weep; we meet a bear, are frightened and run; we are insulted by a rival, and angry and strike. The hypothesis here to be defended says that this order of sequence is incorrect ... and that the more rational statement is that we feel sorry because we cry, angry because we strike, afraid because we tremble ... Without the bodily states following on the perception, the latter would be purely cognitive in form, pale, colorless, destitute of emotional warmth. We might then see the bear, and judge it best to run, receive the insult and deem it right to strike, but we should not actually feel afraid or angry" 8 Cannon-Bard • We feel emotions first, and then feel physiological changes, such as muscular tension, sweating, etc. -
Can Implicit Post-Event Information Influence Explicit Eyewitness Memory?
City University of New York (CUNY) CUNY Academic Works Student Theses John Jay College of Criminal Justice Spring 6-2017 Can Implicit Post-Event Information Influence Explicit yE ewitness Memory? Hang Sze Chau CUNY John Jay College, [email protected] How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/jj_etds/15 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Running Head: UNCONSCIOUS PROCESSING OF POST-EVENT INFORMATION 1 Can Implicit Post-Event Information Influence Explicit Eyewitness Memory? Hang-Sze Chau John Jay College of Criminal Justice City University of New York UNCONSCIOUS PROCESSING OF POST-EVENT INFORMATION 2 Table of Contents Introduction 4 Misinformation Effect 5 Source Monitoring 7 Implicit Learning 9 Methods 13 Results 19 Discussion 23 Reference 30 Appendix 37 UNCONSCIOUS PROCESSING OF POST-EVENT INFORMATION 3 Abstract This study examines whether unconscious -
MNEMONIC TIME-TRAVEL EFFECT It Takes Me Back
1 MNEMONIC TIME-TRAVEL EFFECT It takes me back: The mnemonic time-travel effect 1,2Aleksandar Aksentijevic, 1Kaz R. Brandt, 1Elias Tsakanikos and 1Michael J. A. Thorpe 1Department of Psychology, University of Roehampton 2Birkbeck, University of London Word count: 7094 doi: https://doi.org/10.1016/j.cognition.2018.10.007 Corresponding author: Aleksandar Aksentijevic, Department of Psychology, University of Roehampton, Whitelands College, Holybourne Avenue, London SW154JD, United Kingdom. E-mail: [email protected] 2 MNEMONIC TIME-TRAVEL EFFECT Abstract Given the links between motion and temporal thinking, it is surprising that no studies have examined the possibility that transporting participants back mentally towards the time of encoding could improve memory. Six experiments investigated whether backward motion would promote recall relative to forward motion or no-motion conditions. Participants saw a video of a staged crime (Experiments 1, 3 and 5), a word list (Experiments 2 and 4) or a set of pictures (Experiment 6). Then, they walked forward or backwards (Experiments 1 and 2), watched a forward- or backward-directed optic flow-inducing video (Experiments 3 and 4) or imagined walking forward or backwards (Experiments 5 and 6). Finally, they answered questions about the video or recalled words or pictures. The results demonstrated for the first time that motion-induced past-directed mental time travel improved mnemonic performance for different types of information. We briefly discuss theoretical and practical implications of this “mnemonic time-travel effect”. Keywords: Mental time travel, episodic memory, context reinstatement, eyewitness memory, mental time line 3 MNEMONIC TIME-TRAVEL EFFECT 1.1 Introduction Time and space tend to be experienced as interrelated across different societies and cultures (Keefer, Stewart, Palitsky, & Sullivan, 2017). -
Source Misattributions May Increase the Accuracy of Source Judgments
Memory & Cognition 2007, 35 (5), 1024-1033 Source misattributions may increase the accuracy of source judgments KEITH B. LYLE University of Louisville, Louisville, Kentucky AND MARCIA K. JOHNSON Yale University, New Haven, Connecticut Misattribution of remembered information from one source to another is commonly associated with false memories, but we demonstrate that it also may underlie memories that accord with past events. Participants imagined drawings of objects in four different locations. For each, a drawing of a similarly shaped object was seen in the same location, a different location, or not seen. When tested on memory for objects’ origin (seen/ imagined) and location, more false “seen” responses, but also more correct location responses, were given to imagined objects if a similar object had been seen, versus not seen, in the same location. We argue that misat- tribution of feature information (e.g., shape, location) from seen objects to similar imagined ones increased false memories of seeing objects but also increased correct location memories, provided the misattributed location matched the imagined objects’ location. Thus, consistent with the source-monitoring framework, imperfect source-attribution processes underlie false and true memories. The idea that remembered information from one source Geraci & Franklin, 2004; Henkel & Franklin, 1998). This may be mistakenly attributed to a different source (i.e., increase in false memory for having seen the drawings is source misattribution) has proven useful in explaining thought to be due to the misattribution of perceived fea- a variety of false memory phenomena (Johnson, Hash- ture information from seen objects to similar imagined troudi, & Lindsay, 1993; Mitchell & Johnson, 2000). -
Repeated Testing in Eyewitness Memory: a Means to Improve Recall of a Negative Emotional Event
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Department of Psychology Psychology, Department of February 1998 Repeated Testing in Eyewitness Memory: A Means to Improve Recall of a Negative Emotional Event Brian H. Bornstein University of Nebraska-Lincoln, [email protected] Lesley M. Liebel Louisiana State University Nikki C. Scarberry Texas Christian University Follow this and additional works at: https://digitalcommons.unl.edu/psychfacpub Part of the Psychiatry and Psychology Commons Bornstein, Brian H.; Liebel, Lesley M.; and Scarberry, Nikki C., "Repeated Testing in Eyewitness Memory: A Means to Improve Recall of a Negative Emotional Event" (1998). Faculty Publications, Department of Psychology. 177. https://digitalcommons.unl.edu/psychfacpub/177 This Article is brought to you for free and open access by the Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Department of Psychology by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Applied Cognitive Psychology, 12 (1998), pp. 119–131 (1998). Copyright © 1998 John Wiley & Sons, Ltd. Used by permission. http://www3.interscience.wiley.com/cgi-bin/jhome/4438 Repeated Testing in Eyewitness Memory: A Means to Improve Recall of a Negative Emotional Event Brian H. Bornstein, Lesley M. Liebel, and Nikki C. Scarberry Louisiana State University Submitted January 1997; accepted July 2, 1997 SUMMARY Participants viewed either a violent, arousing fi lm or a non-violent, control version of the same fi lm. After viewing the fi lm, they made three successive attempts to re- call details of the event. Participants who were exposed to the negative emotional event were better than control participants at recalling details of the event itself, but they were worse at recalling details that preceded or followed the violence. -
Determining the Validity of Eyewitness Evidence
International Journal of Academic Research in Business and Social Sciences Vol. 8 , No. 10, Oct. 2018, E-ISSN: 2222-6990 © 2018 HRMARS Determining the Validity of Eyewitness Evidence Bandr Fakiha To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v8-i10/4708 DOI: 10.6007/IJARBSS/v8-i10/4708 Received: 08 Sept 2018, Revised: 13 Oct 2018, Accepted: 16 Oct 2018 Published Online: 28 October 2018 In-Text Citation: (Fakiha, 2018) To Cite this Article: Fakiha, B. (2018). Determining the Validity of Eyewitness Evidence. International Journal of Academic Research in Business and Social Sciences, 8(10), 1–11. Copyright: © 2018 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 8, No. 10, 2018, Pg. 1 - 11 http://hrmars.com/index.php/pages/detail/IJARBSS JOURNAL HOMEPAGE Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics 1 International Journal of Academic Research in Business and Social Sciences Vol. 8 , No. 10, Oct. 2018, E-ISSN: 2222-6990 © 2018 HRMARS Determining the Validity of Eyewitness Evidence Bandr Fakiha Department of Medical Health Services, Faculty of Health Sciences, Umm Al-Qura University, K.S.A Email: [email protected] Abstract Eyewitnesses are called to give evidence of occurrences that took place in a crime scene as well as identify the suspects that are culpable of committing the offense in a court of law. -
Factors Affecting the Accuracy of Eyewitness Identification
The Review: A Journal of Undergraduate Student Research Volume 6 Article 9 2003 Factors Affecting the Accuracy of Eyewitness Identification Sheena M. Lorenza St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/ur Part of the Sociology Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Lorenza, Sheena M.. "Factors Affecting the Accuracy of Eyewitness Identification." The Review: A Journal of Undergraduate Student Research 6 (2003): 45-50. Web. [date of access]. <https://fisherpub.sjfc.edu/ur/ vol6/iss1/9>. This document is posted at https://fisherpub.sjfc.edu/ur/vol6/iss1/9 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Factors Affecting the Accuracy of Eyewitness Identification Abstract In lieu of an abstract, below is the article's first paragraph. We've all experienced, at one time or another, our own memories failing us at times, and this may have been due to a number of factors. Perhaps the issue at hand was not important to us at the time, and therefore we devoted little attention to it. But imagine being in the scenario Wells (1993) suggests in the following passage: Suppose that you were an eyewitness to a crime. Perhaps it was a theft, a burglary, a mugging, a drive-by shooting, or a robbery. You might or might not have known that a crime was being committed at the time; perhaps you saw someone exit a building that exploded a short time later. -
A Meta-Analytic Review of the Effects of High Stress on Eyewitness Memory
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Department of Psychology Psychology, Department of December 2004 A Meta-Analytic Review of the Effects of High Stress on Eyewitness Memory Kenneth A. Deffenbacher University of Nebraska - Omaha, [email protected] Brian H. Bornstein University of Nebraska-Lincoln, [email protected] Steven D. Penrod John Jay College of Criminal Justice, New York, [email protected] E. Kiernan McGorty University of Nebraska-Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/psychfacpub Part of the Psychiatry and Psychology Commons Deffenbacher, Kenneth A.; Bornstein, Brian H.; Penrod, Steven D.; and McGorty, E. Kiernan, "A Meta- Analytic Review of the Effects of High Stress on Eyewitness Memory" (2004). Faculty Publications, Department of Psychology. 182. https://digitalcommons.unl.edu/psychfacpub/182 This Article is brought to you for free and open access by the Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Department of Psychology by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Law and Human Behavior, 28: 6 (December 2004), pp. 687–706. Copyright © 2004 Springer Science + Business Media, Inc. Used by permission. http://www.springerlink.com/content/1573-661X/ A Meta-Analytic Review of the Effects of High Stress on Eyewitness Memory Kenneth A. Deffenbacher,1,4 Brian H. Bornstein,2 Steven D. Penrod,3 and E. Kiernan McGorty2 ABSTRACT: In the past 30 years researchers have examined the impact of heightened stress on the fi delity of eyewitness memory. Meta-analyses were conducted on 27 independent tests of the effects of heightened stress on eyewitness identifi cation of the perpetrator or target person and separately on 36 tests of eyewitness recall of details associated with the crime. -
The Use and Effectiveness of Hypnosis and the Cognitive Interview for Enhancing Eyewitness Recall
If you have issues viewing or accessing this file contact us at NCJRS.gov. THE USE AND EFFECTIVENESS OF HYPNOSIS AND THE COGNITIVE INTERVIEW FOR ENHANCING EYEWITNESS RECALL Grantee: Martin T. Orne, M.D., Ph.D., Executive Director Institute for Experimental Psychiatry 290 Sycamore Avenue Merion Station, PA 19066 123613 U.S. Department of Justice National Institute of Justice This document has been reproduced exactly as recei~e? from the person or organization originating it. Points of view or opInions stat~d in this document are those of the aUIhors and do. nol nec~ssanly represent the official position or policies of ~he National Institute of Justice. Permission to reproduce this .1-= malerial has been granted by Public Domain/OJP . u.s. Dept. of Justlce to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permis sion of the 8 lit owner. Prepared under Grant No. 87-IJ-CX-0052 from the Office of Justice Programs, U.S. Department of Justice. Page 2 THE USE AND EFFECTIVENESS OF HYPNOSIS AND THE COGNITIVE INTERVIEW FOR ENHANCING EYEWITNESS RECALL PROBLEM The fallability of eyewitness reports is generally well recognized by law enforcement officials, as well as by judges, jurors, and attorneys. Moreover, the limitations of eyewitness recall have been convincingly demonstrated in laboratory research (see Wells & Loftus, 1984). Nevertheless, obtaining accurate eyewitness accounts is frequently crucial to the investigative process and for the successful prosecution of the guilty party. Understandably, therefore, the forensic community has had a longstanding interest in the development of techniques to enhance the accuracy and detail of reports by witnesses and victims of crimes. -
Is There Really So Much Trouble in the World?
Spring 2015 4181299 Is there really so much trouble in the world? Marie Sophia Nitzgen Student ID: 4181299 Spring 2015 Patterns of Action Dissertation (C83PAD) Word Count: 3897 1 Spring 2015 4181299 Introduction Popular opinion is that the news has never been as predominantly negative as today, and that most people would prefer more positivity in the media (West, 2001). However, when considering the statistics of news preferences over the past decades, it becomes clear that people’s main interests have remained stable- but stably negative. War and terrorism have proven the most popular, then bad weather, man-made and natural disasters, followed by crime and social violence (Robinson, 2007). This finding is supported by studies reaching back as far as 1940, showing that negative news sells better than positive news (Allport & Milton, 1943). Although surveys show that media consumers wish there were fewer negative stories (Lichter & Noyes 1995), it seems that humans have a subconscious attraction to negative information (Uscinksi, 2014). This phenomenon has been coined the negativity bias (Shoemaker, 1996). By attending to, and recalling, more negative information (Kensinger & Schachter, 2006), it is possible that this evolutionary mechanism makes it appear as though the world is much worse than it really is. The negativity bias, in combination with the change in media accessibility (Hilbert & Lopez, 2011) and the change in news format, illustrates that negative news about our world has never been more ubiquitous. Through considering the negativity bias, its applicability in everyday life and reasons for its preservation, as well as the impact of multimedia news, this paper aims to explore how a cognitive bias and increased press accessibility affect our perception of trouble in our world.