The Neuroscience of Memory: Implications for the Courtroom Joyce W
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The Cognitive Interview for Witnesses with High-Functioning Autism
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Bath Research Portal Citation for published version: Maras, KL & Bowler, DM 2010, 'The cognitive interview for eyewitnesses with autism spectrum disorder', Journal of Autism and Developmental Disorders, vol. 40, no. 11, pp. 1350-1360. https://doi.org/10.1007/s10803-010- 0997-8 DOI: 10.1007/s10803-010-0997-8 Publication date: 2010 Document Version Peer reviewed version Link to publication The final publication is available at link.springer.com University of Bath General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 13. May. 2019 Cognitive Interview and ASD 1 The cognitive interview for witnesses with autism spectrum disorder Katie L. Maras Dermot M Bowler Autism Research Group City University Running Head: Cognitive interview and ASD 1 Cognitive Interview and ASD 2 Abstract The Cognitive Interview (CI) is one of the most widely accepted forms of interviewing techniques for eliciting the most detailed, yet accurate reports from witnesses. No research, however, has examined its effectiveness with witnesses with autism spectrum disorder (ASD). Twenty-six adults with ASD and 26 matched typical adults viewed a video of an enacted crime, and were then interviewed with either a CI, or a Structured Interview (SI) without the CI mnemonics. -
Obtaining Initial Accounts from Victims and Witnesses
Obtaining initial accounts from victims and witnesses A Rapid Evidence Assessment to support the development of College guidelines on obtaining initial accounts from victims and witnesses Version 1.0 Will Finn Abigail McNeill Fiona Mclean Obtaining initial accounts REA report © – College of Policing Limited (2019) This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open- government-licence/version/3, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU or email: [email protected]. Where we have identified any third party copyright information, you will need to obtain permission from the copyright holders concerned. This publication is available at: http://whatworks.college.police.uk/Research/Pages/Published.aspx The College of Policing will provide fair access to all readers and, to support this commitment, this document can be provided in alternative formats. Send any enquiries regarding this publication, including requests for an alternative format to: [email protected]. Page 2 of 142 Version 1.0 Obtaining initial accounts REA report Contents Executive summary .............................................................................................................. 5 Introduction ......................................................................................................................... 10 Background....................................................................................................................... -
Serial Position Effects and Forgetting Curves: Implications in Word
Studies in English Language Teaching ISSN 2372-9740 (Print) ISSN 2329-311X (Online) Vol. 2, No. 3, 2014 www.scholink.org/ojs/index.php/selt Original Paper Serial Position Effects and Forgetting Curves: Implications in Word Memorization Guijun Zhang1* 1 Department of Foreign Languages, China Pharmaceutical University, Nanjing, China * Guijun Zhang, E-mail:[email protected] Abstract Word memorization is important in English learning and teaching. The theory and implications of serial position effects and forgetting curves are discussed in this paper. It is held that they help students understand the psychological mechanisms underlying word memorization. The serial position effects make them to consider the application the chunking theory in word memorization; the forgetting curve reminds them to repeat the words in long-term memory in proper time. Meanwhile the spacing effect and elaborative rehearsal effect are also discussed as they are related to the forgetting curve. Keywords serial position effects, forgetting curves, word memorization 1. Introduction English words are extraordinarily significant for English foreign language (EFL) learners because they are the essential basis of all language skills. As Wilkins said, “...while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972). Effective word memorization plays a significant role in the process of vocabulary learning. Researchers have and are still pursuing and summarizing the effective memory methods. Schmitt, for example, classified vocabulary memory strategies into more than twenty kinds (Schmitt, 1997, p. 34). However, it is hard to improve the efficiency of the vocabulary memory in that different students remember the huge amount of words with some certain method or methods that may not suit them. -
Osmosis Study Guide
How to Study in Medical School How to Study in Medical School Written by: Rishi Desai, MD, MPH • Brooke Miller, PhD • Shiv Gaglani, MBA • Ryan Haynes, PhD Edited by: Andrea Day, MA • Fergus Baird, MA • Diana Stanley, MBA • Tanner Marshall, MS Special Thanks to: Henry L. Roediger III, PhD • Robert A. Bjork, PhD • Matthew Lineberry, PhD About Osmosis Created by medical students at Johns Hopkins and the former Khan Academy Medicine team, Os- mosis helps more than 250,000 current and future clinicians better retain and apply knowledge via a web- and mobile platform that takes advantage of cutting-edge cognitive techniques. © Osmosis, 2017 Much of the work you see us do is licensed under a Creative Commons license. We strongly be- lieve educational materials should be made freely available to everyone and be as accessible as possible. We also want to thank the people who support us financially, so we’ve made this exclu- sive book for you as a token of our thanks. This book unlike much of our work, is not under an open license and we reserve all our copyright rights on it. We ask that you not share this book liberally with your friends and colleagues. Any proceeds we generate from this book will be spent on creat- ing more open content for everyone to use. Thank you for your continued support! You can also support us by: • Telling your classmates and friends about us • Donating to us on Patreon (www.patreon.com/osmosis) or YouTube (www.youtube.com/osmosis) • Subscribing to our educational platform (www.osmosis.org) 2 Contents Problem 1: Rapid Forgetting Solution: Spaced Repetition and 1 Interleaved Practice Problem 2: Passive Studying Solution: Testing Effect and 2 "Memory Palace" Problem 3: Past Behaviors Solution: Fogg Behavior Model and 3 Growth Mindset 3 Introduction Students don’t get into medical school by accident. -
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 -
Probabilistic Models of Student Learning and Forgetting
Probabilistic Models of Student Learning and Forgetting by Robert Lindsey B.S., Rensselaer Polytechnic Institute, 2008 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Computer Science 2014 This thesis entitled: Probabilistic Models of Student Learning and Forgetting written by Robert Lindsey has been approved for the Department of Computer Science Michael Mozer Aaron Clauset Vanja Dukic Matt Jones Sriram Sankaranarayanan Date The final copy of this thesis has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. IRB protocol #0110.9, 11-0596, 12-0661 iii Lindsey, Robert (Ph.D., Computer Science) Probabilistic Models of Student Learning and Forgetting Thesis directed by Prof. Michael Mozer This thesis uses statistical machine learning techniques to construct predictive models of human learning and to improve human learning by discovering optimal teaching methodologies. In Chapters 2 and 3, I present and evaluate models for predicting the changing memory strength of material being studied over time. The models combine a psychological theory of memory with Bayesian methods for inferring individual differences. In Chapter 4, I develop methods for delivering efficient, systematic, personalized review using the statistical models. Results are presented from three large semester-long experiments with middle school students which demonstrate how this \big data" approach to education yields substantial gains in the long-term retention of course material. In Chapter 5, I focus on optimizing various aspects of instruction for populations of students. -
Eyewitness Memory: How Stress And
EYEWITNESS MEMORY: HOW STRESS AND SITUATIONAL FACTORS AFFECT EYEWITNESS RECALL by ANNE S. YILMAZ A THESIS Presented to the Department of Psychology and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Science December 2016 Abstract of the Thesis of Anne Yilmaz for the degree of Bachelor of Science in the Department of Psychology to be taken December 2016 Title: Eyewitness Memory: How Stress and Situational Factors Affect Eyewitness Recall Approved: _______________________________________ Robert Mauro As eyewitness memory and its current admissibility as evidence in courts have come under scrutiny, numerous studies have examined variables that affect eyewitness memory. These variables are divided into system and estimator variables. System variables are factors that can be controlled by the criminal justice system; estimator variables are those which cannot be controlled by the justice system. Considerable research has demonstrated that stress can either inhibit or enhance memory depending on the level of arousal. This literature review will examine the role and effect of stress in general and in regard to other estimator variables (e.g., seriousness, weapons focus, and victim vs. bystander). Both field and laboratory studies will be examined. General trends, important caveats, and limitations will be reported. Despite the breadth of research in both eyewitness research and stress and memory, there is no recent comprehensive review of the effect of stress on eyewitness memory. This literature review will serve to bridge that gap and provide resources for those looking to continue research in the area of stress and eyewitness memory. ii Acknowledgements Thank you Dr. -
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). -
The Cognitive Interview in Policing
June 2012 >issue 13 This Briefing Paper highlights the The Cognitive Interview in Policing: benefits of employing cognitive Negotiating Control interviewing techniques with wit- Geoffrey P. Alpert, Jeff Rojek and Jeff Noble nesses and police officers following a Overview traumatic incident. The authors note When police investigators ask questions of citizens or fellow officers, they are attempting these techniques can facilitate more to get honest, complete and worthwhile information. The data they gather are used to detailed memory recall by a witness reconstruct a scene, situation or encounter and can form a brief of evidence if the matter goes to court. These data are used to initiate a criminal and/or administrative investigation, (civilian or police officer) on the context, to form the official record of the event and help to determine the truth of the matter under investigation. A critical goal is to get each witness to provide accurate information, chronology and individual perceptions but there is no standard method or “best practice” to achieve this outcome (Maguire prior to, during, and after a critical and Norris, 1994). There are many ways investigators elicit information and, often, it is a “gut feeling” rather than a proven strategy based on evidence that is used to interact incident, potentially significant details with individuals. The purpose of this Briefing Paper is to discuss the cognitive interview technique as a way to conduct interviews and allow individuals to provide proper data to that can assist police investigators. the investigator. First, the foundation of the cognitive interview is summarized, and then In contrast, the controlled interview examples are provided of how this technique can be used in policing. -
Cognitive Interviewing
Cognitive Interviewing A “How To” Guide Developed by: Gordon B. Willis Research Triangle Institute Reducing Survey Error through Research on the Cognitive and Decision Processes in Surveys Short course presented at the 1999 Meeting of the American Statistical Association Rachel A Caspar, Judith T. Lessler, and Gordon B. Willis--Research Triangle Institute Contents Preface ................................................................... ii 1. Background: Cognitive Interviewing Techniques .................................. 1 2. Cognitive Theory .......................................................... 2 3. Cognitive Interviewing Methods: Think-Aloud and Verbal Probing .................... 3 4. Examples from Cognitive Interviewing Studies ................................... 9 5. Detection of Structural Problems in Survey Questions ............................. 20 6. The Sequence of Cognitive Interviewing Activities ............................... 21 7. Practical Aspects of Cognitive Interviewing ..................................... 22 8. Interviewing Logistics ..................................................... 25 9. Evaluation of Cognitive Interviewing Techniques ................................. 33 References ................................................................ 36 PREFACE This guide is based on the document “Cognitive Interviewing and Questionnaire Design: A Training Manual,” by Gordon Willis (Working Paper #7, National Center for Health Statistics, March 1994). In revised form, this document describes the cognitive -
Analysis of Cognitive Interview Testing of Questions on Cognitive Functioning
Analysis of Cognitive Interview Testing of Questions on Cognitive Functioning Meredith Massey Collaborating Center for Questionnaire Design and Evaluation Research National Center for Health Statistics Centers for Disease Control and Prevention June 2016 1. Introduction This report summarizes findings from cognitive testing of two questions on cognitive functioning intended for inclusion on the National Health Interview Survey (NHIS): an initial question on cognitive difficulties and a follow-up question on the main cause of cognitive difficulties. The initial question is one of the six questions to identify disability that is being used with increasing frequency in Department of Health and Human Services health surveys and was developed by the Washington Group on Disability Statistics. While this question identifies difficulty with cognitive functioning, it does not provide information as to the underlying cause of the disability (i.e., intellectual disability, mental illness, etc.). Therefore, a follow-up was developed to identify the condition underlying the cognitive limitation among self and proxy-respondents who report some level of cognitive difficulty. The two questions are: COG1: [Do you/Does she/he] have serious difficulty remembering or concentrating? COG2: What is the main reason for [his/her/your] difficulty remembering or concentrating? Cognitive testing of these two questions was conducted to ascertain how the cognitive functioning follow-up question (COG2) performs overall and its relationship to the full short set of Washington Group disability questions (Appendix 1). These questions were tested as part of a larger project that also included testing of questions on general health, sleep and health care providers. The evaluation of the cognitive difficulty questions is based on 40 cognitive interviews that were conducted by the Center for Question Design and Evaluation Research (CCQDER) at the National Center for Health Statistics (NCHS), in April and May of 2016. -
Overview and History of Memory Research
M01_RADV4825_02_SE_CH01.QXD 10/16/10 10:41 AM Page 1 CHAPTER ONE OVERVIEW AND HISTORY OF MEMORY RESEARCH Memory is perhaps the most central aspect of human thought. Any question about human behavior, cognition, development, and nature requires an understanding of mem- ory. Our memory makes us who we are, and it is one of the most intimate parts of our- selves. This may be why when we get close to someone, when we want them to know who we are and we want to know who they are, there is a sharing of memories. Many feel that the study of human memory is the closest one can get to a systematic study of the human soul. The aim of this book is to provide you, the student, with a survey and guide to what is known about human memory. As with most courses, there are a number of facts and ideas to learn. However, as any good professor will tell you, the slow accu- mulation of facts is not the main point of course work. The primary aim is to provide you with a deeper understanding and appreciation of some aspect of the world—and, hopefully, yourself. I trust that the ideas presented in this book will be useful in your life after this course is completed. A SMATTERING OF DEFINITIONS Before diving into the subject matter, we need to establish some points. Specifically, we need to define how the terms memory and learning are used. The primary subject of this book is, of course, memory. So what is memory? Well, the problem, and the beauty, of this term is that it has many meanings.