Elizabeth F. Loftus
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All in the Mind Psychology for the Curious
All in the Mind Psychology for the Curious Third Edition Adrian Furnham and Dimitrios Tsivrikos www.ebook3000.com This third edition first published 2017 © 2017 John Wiley & Sons, Ltd Edition history: Whurr Publishers Ltd (1e, 1996); Whurr Publishers Ltd (2e, 2001) Registered Office John Wiley & Sons, Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell. The right of Adrian Furnham and Dimitrios Tsivrikos to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. -
How Self-Relevant Imagination Affects Memory for Behaviour
APPLIED COGNITIVE PSYCHOLOGY Appl. Cognit. Psychol. 21: 69–86 (2007) Published online 10 July 2006 in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/acp.1270 How Self-Relevant Imagination Affects Memory for Behaviour AYANNA K. THOMAS1*, DEBORAH E. HANNULA2 and ELIZABETH F. LOFTUS3 1Colby College, USA 2University of California, Davis, USA 3University of California, Irvine, USA SUMMARY Research has demonstrated that imagination can be used to affect behaviour and also to distort memory, yet few studies have examined whether the effects of imagination on behavioural estimates and memory are related. In two experiments, the effects of imagination on self-reported behaviour and subsequent memory for that behaviour were investigated. A comparison of behavioural estimates collected before and after imagination demonstrated that reported estimates of behaviour changed after imagination. In addition, memory for the original estimates of behaviour was also affected, suggesting that imagination may impair one’s ability to remember originally reported behaviour. Experiment 2 demonstrated that the observed changes in reported behaviour were accompanied by the largest errors in memory for originally reported behaviour when participants generate images based on self-relevant scenarios. On the other hand, memory distortion was minimized when participants read but did not imagine self-relevant scenarios. These results have direct application to clinicians and researchers who employ imagination techniques as behavioural modifiers, and suggest that techniques that are self-relevant but do not include imagery may be a useful alternative to imagination. Copyright # 2006 John Wiley & Sons, Ltd. For decades, researchers have been interested in whether imagination, or mental simulation, can influence how we plan, perform, study and behave. -
7.1 Memory Systems
Psychological Science – Chapter 7: Memory 7.1 Memory Systems • Memory is a collection of several systems that store information in different forms for differing amounts of time. • The Atkinson-Shiffrin Model o Memory is a multistage process. Information flows through a brief sensory memory store into short-term memory, where rehearsal encodes it to long-term memory for permanent storage. Memories are retrieved from long-term memory and brought into short-term storage for further processing. o The Atkinson-Shiffrin model includes three memory stores: sensory memory, short-term memory (STM), and long- term memory (LTM). o Stores retain information in memory without using it for any specific purpose. o Control processes shift information from one memory store to another. o Some information in STM goes through encoding, the process of storing information in the LTM system. o Retrieval brings information from LTM back into STM. This happens when you become aware of existing memories, such as what you did last week. • Sensory memory is a memory store that accurately holds perceptual information for a very brief amount of time. o Iconic memory is the visual form of sensory memory and is held for about one-half to one second. o Echoic memory is the auditory form of sensory memory and is held for considerably longer, but still only about five seconds. o Iconic memory can be detected in a memory experiment: the whole report and partial report conditions. In the whole report condition, researchers flash a grid of latters on a screen for a split second and participants attempt to recall as many as possible – the whole screen. -
Almaha Academy Girls Psychology Department 2018-19
ALMAHA ACADEMY GIRLS PSYCHOLOGY DEPARTMENT 2018-19 Name: _____________________________________ Date: ____________________ ALMAHA ACADEMY GIRLS PSYCHOLOGY DEPARTMENT 2018-19 Learning objectives to be covered for Memory Learning objective Completed Know the structure and process of memory and information processing: a) Input b) Processing c) Output d) Encoding e) Storage f) Retrieval Understand the features of short-term and long- term memory, including: a) Duration b) Capacity Understand the structure and process of memory through the multi-store model of memory (Atkinson and Shiffrin, 1968) including strengths and weaknesses of the theory: a) Sensory store b) The capacity of the short-term memory c) The duration of short-term memory d) The capacity of the long-term memory e) The duration of the long-term memory f) The role of attention in memory g) The role of rehearsal in memory Peterson and Peterson (1959) Short-term retention of individual verbal items Study: Aim Procedure Results ALMAHA ACADEMY GIRLS PSYCHOLOGY DEPARTMENT 2018-19 Conclusion Evaluation (strengths/weaknesses) Understand retrograde and anterograde amnesia, including: a) The term ‘retrograde amnesia’ b) The term ‘anterograde amnesia’ c) The symptoms of retrograde amnesia d) The symptoms of anterograde amnesia Understand the active process of memory through the Theory of Reconstructive Memory (Bartlett, 1932), including strengths and weaknesses of the theory: a) How schemas are formed b) How schema’s influence behaviour Bartlett (1932) War of the Ghosts study: Aim Procedure Results Conclusion Evaluation (Strengths/Weaknesses) Issues and Debates Understand the reductionism and holism debate, including: a) The term ‘reductionism’ and ‘reductionist’. b) The term ‘holism’ and ‘holistic’ c) The use of content, theories and research drawn from human memory to explain the reductionism and holism debate. -
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. -
CFI-Annual-Report-2018.Pdf
Message from the President and CEO Last year was another banner year for the Center the interests of people who embrace reason, for Inquiry. We worked our secular magic in a science, and humanism—the principles of the vast variety of ways: from saving lives of secular Enlightenment. activists around the world who are threatened It is no secret that these powerful ideas like with violence and persecution to taking the no others have advanced humankind by nation’s largest drugstore chain, CVS, to court unlocking human potential, promoting goodness, for marketing homeopathic snake oil as if it’s real and exposing the true nature of reality. If you medicine. are looking for humanity’s true salvation, CFI stands up for reason and science in a way no look no further. other organization in the country does, because This past year we sought to export those ideas to we promote secular and humanist values as well places where they have yet to penetrate. as scientific skepticism and critical thinking. The Translations Project has taken the influential But you likely already know that if you are reading evolutionary biology and atheism books of this report, as it is designed with our supporters in Richard Dawkins and translated them into four mind. We want you not only to be informed about languages dominant in the Muslim world: Arabic, where your investment is going; we want you to Urdu, Indonesian, and Farsi. They are available for take pride in what we have achieved together. free download on a special website. It is just one When I meet people who are not familiar with CFI, of many such projects aimed at educating people they often ask what it is we do. -
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 -
1.2A Reconstructive Memory Deira International School Rhiannon Quinton
1.2a Reconstructive Memory Deira International School Rhiannon Quinton IB DP IB1 Psychology (Group 3) HL (IB1) Summary 1.2a Reconstructive Memory Subject Year Start date Duration Psychology IB1 Week 1, October 2 weeks 8 hours Course Part Cognitive Approach: Reliability of Cognitive Processing Description Human memory is not an exact copy of events, but rather a reconstruction that may be altered over time, through discussions with others or input from the media. Research shows that memory may be changed during storage, processing and retrieval, due to schema processing. Relevant examples related to studying the nature of reconstructive memory could be but are not limited to: • confabulation—a memory based on a fabricated, distorted or misinterpreted memory often believed to be true in spite of contradictory evidence • schema processing—memory processing based on prior knowledge in the form of schemas that could result in distortion • false memories—recalling an event that never happened and believing it to be true. Inquiry & Purpose Inquiry / Higher Order Questions Type Inquiry Questions Content-based Does a researcher's choice of methodology affect the reliability or credibility of the research? Curriculum Aims Enable the student to recognize that the content and methodologies of the individuals and societies subjects are contestable and that their study requires the toleration of uncertainty Objectives Application and analysis demonstrate application and analysis of the knowledge relevant to areas of applied psychology Synthesis and -
False Memory Syndrome: "The Female Malady"
Dalhousie Journal of Legal Studies Volume 5 Article 3 1-1-1996 False Memory Syndrome: "The Female Malady" Erin Brady Follow this and additional works at: https://digitalcommons.schulichlaw.dal.ca/djls This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Recommended Citation Erin Brady, "False Memory Syndrome: "The Female Malady"" (1996) 5 Dal J Leg Stud 69. This Article is brought to you for free and open access by the Journals at Schulich Law Scholars. It has been accepted for inclusion in Dalhousie Journal of Legal Studies by an authorized editor of Schulich Law Scholars. For more information, please contact [email protected]. FALSE MEMORY SYNDROME: "THE FEMALE MALADY" 1 ERIN BRADyt The theory of memory repression has been both relied on by adult survivors as evidence of sexual crimes committed against them, and endorsed by many of the higher courts in Canada, including the Supreme Court of Canada. Advocates of the false memory syndrome refute the scientific validity of repressed memories, and vigorously oppose their judicial acceptance, by contending that recovered memories of childhood abuse are more often the product of a therapeudic relationship gone wrong. An examination of the manner in which the false memory syndrome is being pleaded by defence counsel, and heard by Canadian courts, reveals that it is a decidedly gendered phenomenon and employed almost exclusively to describe female experience. The article explores the anti-women stereotypes which underlie the defence and seeks to demonstrate the extent to which the false memory syndrome represents a formidable obstacle to all survivors of sexual abuse seeking legal redress. -
Bullies to Buddies P. 1 a Pilot Study of the Bullies To
Bullies to Buddies p. 1 A Pilot Study of the Bullies to Buddies Training Program Running Head: Bullies to Buddies Bullies to Buddies p. 2 A Pilot Study of the Bullies to Buddies Training Program In a national study of bullying, Nansel, Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt (2001) found that 29.9% of sixth through tenth grade students in the United States report moderate to frequent involvement in bullying: 13% as bullies, 10.6% as victims, and 6.3% as both bullies and victims. Even if they are not chronically involved with bullying, research indicates that the majority of students will experience some form of victimization at least once during their school careers (Felix & McMahon, 2007). Research has shown that students involved in bullying are at increased risk for negative outcomes throughout childhood and adulthood. Children who are the targets of bullying are more likely to experience loneliness and school avoidance than non-bullied students (Kochenderfer & Ladd, 1996; Nansel et al., 2001), have poor academic outcomes, and are at increased risk for mental health problems such as anxiety and suicidal ideation, which can persist into adulthood (Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000; Kochenderfer & Ladd, 1996; Kumpulainen et al., 1998; Olweus, 1995; Rigby, 2000; Schwartz, Gorman, Nakamoto, & Tobin, 2005). Bullies also experience more negative outcomes than their peers; they are more likely to exhibit externalizing behaviors, conduct problems, and delinquency (Haynie et al., 2001; Nansel et al., 2001), are more likely to sexually harass peers, be physically aggressive with their dating partners, and be convicted of crimes in adulthood (Olweus, 1993; Pepler et al., 2006). -
Eyewitness Testimony Case Study Psychology
Eyewitness Testimony Case Study Psychology Brandon overdraws his diver codes conversably or papistically after Ximenes grieves and methought frowningly, busy and Mephistophelean. Shortly step-in, Towny riddling qophs and schlep resumes. Oiliest Ernesto doped pat or retails fresh when Julio is unplagued. This blog entry describes research synthesis are the things must choose to lilly and case study eyewitness testimony compelling evidence techniques using archival studies examined a dirty medium members Improving Witness Testimony UK Parliament. In reward you haven't kept simple with such things a aftermath and growing regard of. Even in cases where bed is only eyewitness evidence 75 percent result in strong conviction. Factor negatively impacts memory whether the emergency nature are these cases may. Mony This study maybe the themselves in her series on experteyewitness testimony and. Why is eyewitness testimony unreliable psychology? The way is criminal cases are prosecuted says Elizabeth Loftus a psychologist at. Just by double-blind clinical trials in medical studies are start to. What gauge the symptoms of state failure? School of Psychology University of Aberdeen Scotland UK SUMMARY Mnsterberg. Was already the study eyewitness testimony: comparing the number of serving as to distorted, new memories of accuracy of discredited both say about what are often. Lesson Three man you okay good eyewitness. Of eyewitness evidence has been a focus the legal psychologists for many years. APA has filed two friend-of-the-court briefs supporting the bunny for courts to carefully scrutinize eyewitness testimony from criminal cases The cases one attach the. Telephone than skilled opinion on video film, case study eyewitness testimony psychology. -
False-Memory Stories
Telling Incest: Narratives of Dangerous Remembering from Stein to Sapphire Janice Doane and Devon Hodges http://www.press.umich.edu/titleDetailDesc.do?id=10780 The University of Michigan Press, 2009. Chapter 5 The Science of Memory False-Memory Stories False Memory Syndrome Foundation members, largely those who have been accused of child abuse and expert witnesses on their behalf, have compelling reasons to insist that repressed memories of abuse be veri‹ed by clear and con- vincing empirical evidence, precisely the kind of evidence often lacking in incestuous abuse cases.1 While there are cases where a child with venereal dis- ease or a bleeding vagina is admitted to an emergency room and evidence obtained of abuse, signs of molestation may not be at all obvious. Adults have been mistakenly charged with abuse as a result of misreadings of physical evi- dence, resulting, for example, from incorrect assumptions about what “nor- mal” genitals and hymens are supposed to look like (Nathan and Snedeker, 180–81). And children enjoined to silence may long delay reports of abuse, with the result that physical marks of molestation, should they exist, would be healed by the time accusations are made. Without damning physical evidence, charges of incestuous abuse are hard to prove. If the memory wars re›ect deep ambivalence about the declining fortunes of patriarchal authority, they are sus- tained by problems with collecting incontrovertible evidence of sexual abuse, whether to vindicate accusers or the accused. What is debated are less tangible archives of the past. As we have seen, proponents of recovered memory focus on psychological processes, such as repression and dissociation, that long impede the recollection of sexual abuse.