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Aim:

Investigate the effects of anxiety on EWT

Procedure:

Participants asked to sit outside a lab

they thought they heard exchange between people

Condition 1

heard amicable discussion

A man with greasy hands came out holding a pen

Condition 2

Heard hostile discussion

followed by glass breaking

Man walked out holding knife and covered in blood

Findings:

Conclusion:

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Children were with familiar people so less susceptible to investigator effects

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Young children can't give informed consent

Parents must give consent for them

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Younger children 3/4 may not understand the instruction also may not be paying attention properly

Harder to eliminate extraneous variables than highly controlled lab experiment

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Aim:

Investigate the effects of age on EWT

Procedure:

Children aged 3 to 8

Shown science demonstration

Later parents told them a story containing information about science demonstration as well as extra information

Children were then questions about the demonstration

Later children were asked to think carefully about where they got the information from (source monitoring)

Findings:

When children were first asked:

They incorporated information from both the demonstration and the story

When asked where they got their information from (source monitoring)

Older children revised their account of what happened, extracting information from the story

Uounger children were unable to do this

Conclusion:

There are important implications in the accuracy of EWT of young children as they are unable to perform source monitoring

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Schemas and
eyewitness
memory Studies Tuckey and Brewer (2003) Results Allport and Postman (1945) Numerous studies have been carried out that test a participants memory in relation to schemas. In some of these tests, participants were eyewitnesses to a made up crime scene. Here are a few examples. In one of the Tuckey and Brewer studies, participants were tested to see what they thought was typical of a bank robbery. They used the results to identify what was in a 'bank robbery schema'. They then showed the participants a video of a bank robbery that contained three kinds of facts.... In this study participants wereshown a picture of two men arguing in an underground station in a serial reproduction task. A black man wearing a suit was arguing with a white man in overalls, who was holding a razor. The white man is pointing with one hand and holding the razor in the other.
1- things that fitted the schema e.g. male robbers, carrying bags, escape in a car 2-things that were the opposite of the schema e.g. the robbers didn't carry guns 3- things that were irrelevant to the schema e.g. wearing hats, what the getaway car was like Results Participants were then asked about what they could remember immediately after the video and then again over several weeks. Tuckey and Brewer found that participants could remember more stuff that fitted in the 'bank robbery schema' than things that weren't in it or were irrelevant. I The picture used in the study. In over 50% of the reproductions the black man was holding the razor. In some he was even threatening the white man! It is most likely that these mistakes were made because participants had
a schema that linked black people to crime. If eyewitnesses had this schema they would be unreliable.

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Schemas andeyewitnessmemory Studies Tuckey and Brewer (2003) Results Allport and Postman (1945) Numerous studies have been carried out that test a participants memory in relation to schemas. In some of these tests, participants were eyewitnesses to a made up crime scene. Here are a few examples.

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Aim:

Investigating effects of schema on EWT

Procedure:

Found schema of robbery = dark clothes, male, etc.

Showed video of robbery.

Findings:

P's had better recall of elements of film that conformed to their own schema

Conclusion:

Schema affects memory and recall of an event.

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Aim:
Investigate the effect of schemas on EWT
Procedure:
Drew list of elements that may occur in shoplifting scenarios.
P's had to rate in order of how likely these were to occur in a shoplifting incident.
Compiled a video of 8 shopliftings including elements rated common and non-common.
Showed new participants.
Week later asked P's to recall events of video
Findings:
More likely to recall high probability than low.
Reported seeing high probability elements that weren't in video.
Conclusion:
P's lost exact replica of video over time.
Blending elements of their own knowledge and experience to make it more memorable.

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Schemas can allow us to interpret large amounts of information in familiar settings. However they can also cause us to exclude details from our memory that don't fit our pre-existing ideas of the situation.

Schemas contribute to stereotypes and make it difficult to retain new, unfamiliar information

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Cognitive framework or concept of a situation

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The findings of the research are generally judged to be correct when compared with real life cases of eye witness testimony.

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The research has good experimental validity because it is replicable and is scientific because it can demonstrate a cause and effect relationship.<br>

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The study lacks ecological validity. The use of clips does not recreate the emotion of a real life incident.

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The study employed students who are hardly representative of the population as a whole.

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Finding of Loftus and Palmer

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Aim:

Does language used have the ability to alter memories

Procedure:

5 conditions

Showed participants a video clip of a traffic collision

Participants were asked to estimate the speed of vehicles when they

hit/smashed/collided/bumped/contacted each other

Findings:

Different speeds were estimated by each group

Conclusion:

The use of different language can affect EWT

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Was the man wearing a hat?

Open question, not directing you to a conclusion about the hat

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What colour was the mans hat?

Leads you to believe the man was wearing a hat

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A question phrased in a particular way to prompt a specific answer