Elizabeth Loftus. Lost in the mall study 1992

Transcription

1 Lost in the mall study Subject was told 4 stories from his past, including one that was made up about him being lost in the mall at age 5. -Over the next two weeks, he jotted down whatever memories he had of the 4 events. -After 2 weeks, he came back and was told to rate the four stories for clarity. Elizabeth Loftus - False memory given SECOND HIGHEST RATING of the four stories, an 8/11. - When subject was told that one of the stories never happened, he picked one of the REAL ONES as being the story that never happened!

2 Constructed Memory 1. We sometimes alter our memories as we encode or retrieve them. OR. Imagination Inflation Once we have an inaccurate memory, we tend to keep adding more imagined details, as perhaps we do for all memories. (False Memory) 2. Your expectations, schemas, or environment may alter your memories.

3 Source Amnesia/Misattribution Have you ever discussed a childhood memory with a family member only to find that the memory was: from a movie you saw, or book you read? from a story someone told you about your childhood, but they were kidding? from a dream you used to have? from a sibling s experience? If so, your memory for the event may have been accurate, but you experienced misattribution and source amnesia.

4 Type 1: Misattribution Source Amnesia Attributing an event we have experienced, heard about, read about or imagined to the wrong source. Example: Where did you learn that a wrench was a tool? Sleeper Effect A piece of information from an unreliable source is initially discounted, but is recalled after the source has been forgotten

5 Type 2: Misinformation Effect Misinformation effect: incorporating misleading information into one s memory of an event. As memory fades with time following an event, the injection of misinformation becomes easier.

6 Misinformation effect Loftus and Palmer Eyewitnesses reconstruct memories when questioned Group A: How fast were the cars going when they hit each other? Group B: How fast were the cars going when they smashed into each other?

7 Broken Glass? (%) Misinformation effect A week later they were asked: Was there any broken glass? Group B (smashed into) reported more broken glass than Group A (hit). Depiction of actual accident 50 Memory construction Group A (hit) Group B (Smashed into) Verb

8 Memory and the Criminal Justice System Two memory problems with profound legal implications: Repressed memories Eyewitness Testimony-- very persuasive but can be flawed.

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10 Dr. Gary Wells How does the work of this professor affect the integrity of our legal system? Does it?

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12 Children s Eyewitness Recall Children s eyewitness recall can be unreliable if leading questions are posed. However, if cognitive interviews are neutrally worded, the accuracy of their recall increases. In cases of sexual abuse, this usually suggests a lower percentage of abuse. 12

13 Children s Eyewitness Recall

14 Memories of Abuse Are memories of abuse repressed or constructed? Many psychotherapists believe that early childhood sexual abuse results in repressed memories. However, other psychologists question such beliefs and think that such memories may be constructed. 14

15 Consensus on Childhood Abuse Leading psychological associations of the world agree on the following concerning childhood sexual abuse: 1. Injustice happens. 2. Incest and other sexual abuse happens. 3. People may forget. 4. Recovered memories are commonplace. 5. Recovered memories under hypnosis or drugs are unreliable. 6. Memories of things happening before 3 years of age are unreliable. 7. Memories, whether real or false, are emotionally upsetting. 15

16 Applying what we ve learned about memory Improving Memory to Improve Grades Ways to save overall studying time, and build more reliable memory. Learn the material in more than one way, not just by rote, but by creating many retrieval cues. Think of examples and connections (semantic encoding). Create mnemonics: songs, images, and lists. Minimize interference with related material or fun activities; Study right before sleep or other mindless activity. Have multiple study sessions, spaced further and further apart after first learning the material. Spend your study sessions activating your retrieval cues, both mnemonics and context. Test yourself in study sessions: 1) to practice doing retrieval as if taking a test, and 2) to overcome the overconfidence error: the material seems familiar, but can you explain it in your own words?