Some believe that a good lecture should be like a good sermon…

1. Some believe that a good lecture should be like a good sermon… have a good beginning have a good ending, and have the two as close together as possible -- based on a quote from George Burns

2. This man was caught on a security camera video. A short while after this video was taken, this man shot and killed a security guard. Look at this man for a brief moment.

3. Having seen the gunman, you should now be able to pick him out from a photospread.  In examining the photospread above, keep in mind that the gunman's appearance might have changed somewhat.  Take your time and examine every person.  Who is the gunman? A B C D E

4. You identified the wrong person! What happens in a lineup or photo spread in which the actual perpetrator is not present?  Relative judgment process The tendency to select the person who most looks like the culprit relative to the other members of the lineup.

5. Problem! Eyewitnesses select a known-innocent "filler" from a lineup 20-25% of the time in actual criminal investigations Even when warned that the suspect may not be included!!!

6. What happened to 110 inmates after their convictions were overturned by post-conviction DNA testing? • Total time in prison: 1,149 years; Mean = 10.5 • All wrongly convicted • Nearly 65% were convicted with mistaken eyewitness testimony from victims and bystanders • About 50% had no prior adult convictions. Many had never been in trouble before. • 11(10%) served time on death row; two came within days of execution.

7. False Identification • Age entering prison: M = 28 years; age leaving prison: M = 38 years • Compensated: slightly more than a third • Conclusions • “Tip of the iceberg” (see Wells, 2002) • Law enforcement expert: "The fact is, the majority of the time, the cops are right. It is the right guy."What does this mean? • Epilogue: 23 men cleared in 2001 by DNA, compared with six in 1992. The increase has prompted legislation allowing inmates access to DNA testing. Twenty-five states now have such laws, most passed in the last five years

8. Memory Remembering, misremembering and forgetting Salvador Dali's The Persistance of Memory

9. While the typical lineups may be interesting …

10. One Solution to the false identification problem is… • Absolute judgment process: sequential lineup procedure      

11. What does this have to do with you? Or you? Or you?

12. Human Memory: Basic Questions • Why do we misremember? • How does information get into memory? • How is information maintained in memory? • How is information pulled back out of memory?

13. Encoding: Getting Information Into Memory • The role of attention (= selection of input) • Filtering • Focusing awareness • Examples

14. Encoding: Getting Information Into Memory • The role of attention (= selection of input) • Filtering • Focusing awareness • Examples

15. Read each list that will follow only once While you are reading through the first list, pay attention to whether or not the word is capitalized. Count the number of words that are capitalized.

16. Horse cabbage gold Trout rabbit swim uncle Knee fix red

17. While you are reading through the second list, pay attention to the sound of the word. Count the number of words that rhyme with the word frog?

18. carrot ant read shrimp dog jog sister elbow cut blue

19. While you are reading the third list, consider your personal experience with the object or event mentioned. Count the number of items that you have had experience with.

20. tomato beetle ink stingray cat mince cousin toe kick yellow

21. Write down as many words from the three lists as you can

22. Horse cabbage gold Trout rabbit swim uncle Knee fix red carrot ant read shrimp dog jog sister elbow cut blue tomato beetle ink stingray cat mince cousin toe kick yellow

23. Our Results….

24. Levels of Processing: Craik and Lockhart • Deeper processing (characteristics of the stimulus and how we process it)= longer lasting memory codes • Encoding levels: • Shallow = structural color, graphemic • Intermediate = phonemic  sound (e.g., rhyme) • Deep = semantic  meaning

26. Enriching Encoding: Improving Memory • Elaboration • For example: thinking of examples • Visual Imagery • Easier for concrete objects: Dual-coding theory • Example: Memory pegs

27. AlligatorMonkey Ladder Eggs One is a bunTwo is a shoeThree is a treeFour is a doorEtc.

28. One is a bun….Alligator

29. One is a bunTwo is a shoeThree is a treeFour is a doorFive is a hiveSix is a stickSeven is heavenEight is a gateNine is a lineTen is a hen

30. Storage: Maintaining Information in Memory • Computer analogy • Information-processing theories • Subdivide memory into 3 different stores • Sensory, Short-term, Long-term • Characteristics • Duration (“primo”) • Capacity (?) • Format (?) • Type of forgetting (?)

31. Information-processing Theory (1968, 1971)

32. Sensory Memory • Brief preservation - original sensory form • George Sperling (1960) • Classic experiment on visual sensory store • Auditory/Visual – approximately ¼ second

33. “Forgetting”—decay!

34. Short Term Memory (STM) • Limited duration – up to about 20 seconds without rehearsal • Limited capacity – “magical number 7 plus or minus 2” without chunking • Format – primarily phonemic • “Forgetting” –primarily decay

35. Listen and Remember… • As soon as I lower my arm, write down the letters you hear.

36. Short-Term Memory as “Working Memory” • Not limited to phonemic encoding • Not limited to decay • Baddeley (1986, 2001) – 3 components of working memory

37. Figure 7.7, Weiten

38. Long-Term Memory (LTM) • Long-Term Memory • Unlimited Capacity • Permanent storage view • Flashbulb memories • Debate: are STM and LTM really different? • Phonemic vs. Semantic encoding • Decay vs. Interference based forgetting

39. Retrieval: Getting Information Out of Memory • Tip-of-the-tongue phenomenon • Retrieval cues • Recalling an event • Context cues • Reconstructing memories • Misinformation effect • Imagination inflation • Source monitoring errors

40. Forgetting: When Memory Lapses • Retention – the proportion of material retained • Recall • Recognition • Relearning (Savings = Original learning  relearning) • Ebbinghaus’s Forgetting Curve

42. Figure 7.13, Weiten

43. Permastore (Bahrick)

44. So what causes forgetting? • Decay! Interference! • How to avoid it? • Organize: Order material in the appropriate sequence • Use strategies • Isolate (and eliminate) potentially interfering information • Spaced practice (rehearse) • Don’t cram!