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Lesson objectives

Lesson objectives . Starter: Identifing different types of validity Last lesson week’s key study was Loftus & Palmer (1974). This lesson you need to demonstrate that you know this study well enough to describe and evaluate it.

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Lesson objectives

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  1. Lesson objectives • Starter: Identifing different types of validity • Last lesson week’s key study was Loftus & Palmer (1974). • This lesson you need to demonstrate that you know this study well enough to describe and evaluate it. • You will also practice ‘PEE ing’ using the materials you made last week. • You will use a mark scheme to identify how your own exam answers could be improved. • Some of you will improve your ‘Pee ing’ power point by adding additional evaluation issues and descriptions .

  2. What is EWT? • An eye witness is anyone who has witnessed an event (usually a crime). • Testimony is a statement given by the witness as an account of what happened.

  3. Outline the findings (r +/or c) of Loftus & Palmer (1974)

  4. The critical question was How fast were the cars going when they • Smashed • Collided • Bumped • Hit • Contacted each other?

  5. Results • Smashed 40.8 mph • Collided 39 mph • Bumped 38 mph • Hit 34 mph • Contacted 31.8 mph So what can be concluded from these findings?

  6. Evaluate Loftus & Palmer (1974) in terms of validity Consider which validity you will comment on External or Internal or both? Explain what the evaluation issue means and why it matters……… (EXPLANATION) In terms of the study – is validity a strength or a weakness of Loftus & Palmer (1974)? (POINT) Explain why it is a strength or a weakness of Loftus & Palmer (1974) by providing a suitable example from the study…be specific…tie your answer to the study (EVIDENCE)

  7. Evaluate Loftus & Palmer (1974) in terms of reliability Explain what the evaluation issue means and why it matters……… (EXPLANATION) In terms of the study – is RELIABILITY a strength or a weakness of Loftus & Palmer (1974)? (POINT) Explain why it is a strength or a weakness of Loftus & Palmer (1974) by providing a suitable example from the study…be specific…tie your answer to the study (EVIDENCE)

  8. Identify 5 strengths of EWT lab based research

  9. Identify 5 problems of EWT lab based research

  10. What do we know about factors that can affect the reliability of EWT? 5 mins

  11. From our understanding of memory • Reconstructive memory • Schema driven errors (Carmichael) • Reconstructive hypothesis (Bartlett) • Effect of leading words/questions • Other factors • Weapon focus • Effects of anxiety/arousal • Age of witness • Post event information

  12. Reconstructive Memory • Bartlett (1932) • Memory is not a direct record of what was witnessed. • What is encoded and how it is retrieved depends on: • Information already stored in memory (schemas) • How this info is understood, structured and organised.

  13. Reconstructive Memory • Schemas • Knowledge structures that relate to commonly encountered objects, situations or people • Enable us to predict events, make sense of unfamiliar circumstances, organise our own behaviour • Act as filters to perception & recall

  14. Input Schema Output ‘Pickaxe’ ‘Turf cutter’ Carmichael (1932)

  15. Computer Information Processing BANG! Can you wreck a nice beach?

  16. Can you wreck a nice beach? Schema Driven Processing Yes. I can recognise speech.

  17. EWT: Schema Driven Errors • Witnesses to crimes filter information during acquisition & recall • Their schematic understanding may influence how info is both stored & retrieved • Distortions may occur without the witness realising

  18. EWT: Schema Driven Errors • Past experiences • Assumptions about what usually happens • Stereotypes & beliefs about crime & criminals

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