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Cognitive Processes and Memory Differences in Recall and Recognition in Adults Laura Elaine Fitzgerald Walden University

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Cognitive Processes and Memory Differences in Recall and Recognition in Adults Laura Elaine Fitzgerald Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 Cognitive Processes and Memory Differences in Recall and Recognition in Adults Laura Elaine Fitzgerald Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Cognitive Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Laura Fitzgerald has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Leann Stadtlander, Committee Chairperson, Psychology Faculty Dr. Anthony Perry, Committee Member, Psychology Faculty Dr. Patricia Heisser-Metoyer, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Abstract Cognitive Processes and Memory Differences in Recall and Recognition in Adults by Laura E. Fitzgerald MS, Walden University 2007 BA, Rutgers University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University January 2016 Abstract Eyewitness testimony is critical in both criminal court and civil court, so determining the most reliable method to gain information from witnesses is imperative. Past research in this area has focused on false memory, assisted recall, stress, and event perception. A gap exists in the current literature regarding the best method to gain the most accuracy in recall. The purpose of this study was to evaluate free recall, cued recall, and recognition, in an attempt to examine the accuracy of eyewitness memory. The study utilized a quantitative design to assess the accuracy of eyewitness memory as measured by results on free recall, cued recall, and recognition tests. The theoretical foundation for this study was the theory of information processing, which contends that information is processed in stages and combines visual cognition, memory, and memory recall; therefore, this theory applies to the study by helping determine the most accurate way for individuals to recall events. Introduction to Psychology students were shown a video, then asked to recall what they saw using either free recall, cued recall, or recognition. A one-way between-subjects analysis of variance was utilized to determine whether there were significant differences in the number of items recalled as a function of recall format. Results suggested that participants were more accurate with the utilization of recognition techniques for recall, as opposed to the free or cued recall. The importance of evaluating effective methods to promote accurate eyewitness testimony is to advance forensic science. The implications for social change include the ability to have more effective methods to gain accurate eyewitness testimony, thereby assisting with proper outcomes during trials. Cognitive Processes and Memory Differences in Recall and Recognition in Adults by Laura E. Fitzgerald MS, Walden University 2007 BA, Rutgers University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University January 2016 Dedication I dedicate this dissertation to all of those individuals in law enforcement, who have one of the hardest jobs out there—keeping the rest of the population safe from harm. Acknowledgments There are several individuals who assisted me throughout the dissertation process. First and foremost, I want to thank my mom. Without her love, support, editing capabilities, and very strong shoulders, I would not be where I am now. Your undying love and support has made me the person I am today. I would also like to thank my dad, Jim, whose quiet support was always there for me; even when you didn’t say it, I knew you were behind me 100%. Thanks to my brother Peter and my father Richard, for making me want to succeed. Thank you Dr. Lee Stadtlander and Dr. Anthony Perry for supporting me through this process and giving me the guidance I needed to complete it. I am sure I made it difficult on you both, but you never gave up on me. Thank you Dr. Stadtlander for agreeing to be my chair and pushing me when I needed pushing. Thank you to the staff at the University who made my study possible. Thank you to my fellow colleagues, especially Dr. Michelle Victoria, whom I met at the beginning of my graduate program and remains not only a colleague, but a very dear friend. Your support has meant the world to me. Thank you Dr. Valerie Dugas for helping me edit and being there with words of encouragement. Last but not least, thank you Mike Huelsenbeck. Your love and support have gotten me through some of the worst of times during this process. When I wanted to quit, you would not let me. When I was ready to give up, you pulled me up. I love you for always being there for me. Table of Contents List of Tables ..................................................................................................................... iv List of Figures ......................................................................................................................v Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................2 Statement of the Problem ...............................................................................................4 Purpose of the Study ......................................................................................................6 Research Question and Hypotheses ...............................................................................6 Theoretical Foundation ..................................................................................................7 Nature of the Study ........................................................................................................7 Definition of Key Terms ................................................................................................7 Assumptions ...................................................................................................................9 Limitations ...................................................................................................................10 Significance of the Study .............................................................................................11 Summary ......................................................................................................................11 Chapter 2: Literature Review .............................................................................................14 Introduction ..................................................................................................................14 Description of Literature Search ..................................................................................15 Information Processing Theory....................................................................................15 Background ........................................................................................................... 15 Components of Memory ....................................................................................... 17 i Past Research ...............................................................................................................21 Long-Term Memory ............................................................................................. 21 Assisted Memory .................................................................................................. 23 Recall versus Recognition..................................................................................... 25 Stress and Memory Recall .................................................................................... 28 Types of Recall ..................................................................................................... 29 Event Perception ................................................................................................... 31 False Memory ....................................................................................................... 32 Recollection of Traumatic Events ......................................................................... 37 Repetitive Testing ................................................................................................. 42 Best Time to Recall Events ................................................................................... 45 Witness Factors ..................................................................................................... 46 Interview Types .................................................................................................... 50 Summary ......................................................................................................................57
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