Schemata, Eye Witnesses and Memory Distortions

Definitions:
Schema: cognitive frameworks of the way that certain things should be - these ideas and frameworks of thinking are developed as a result of experience.
Memory: the way that one recalls information that was once processed.
Eye-witness: the witness of an incident of a third-person.

Experiments:
Loftus and Palmer, 1974
Loftus believed that memory was a reconstructive process, just as Bartlett had suggested in his "War of the Ghosts" study in 1932. She wanted to know how leading questions would affect the memory of an eye-witness. She chose to show how the memory of participants of a study could change depending on the way that a 'critical question' of an incident (i.e. a short film of a car crash) was worded. Palmer, on the other hand, was interested in seeing how questioning could change the memory of participants.
Loftus and Palmer collected participants in America in the 70s to watch a film of two cars crashing into each other. After viewing the video, the participants were as "how fast were the cars going when they hit/smashed/crashed/touched each other?" The main verb in the question was different according to the group that the participants were assigned by the researchers. As a result, Loftus and Palmer found that participants that were asked "how fast were the cars going when they crashed/smashed into each other?" had the fasted estimates, especially among subjects who were asked "how fast were the cars going when they hit each other?"
Loftus and Palmer concluded that this was due to the critical question's main verb's impression on the individual. Words such as smash and crash were attached to schemata of severe crashes, while words such as "came into contact" and "hit" were not as severe. Loftus found that leading questions could indeed change or alter the memory of the participants. This suggests that eye-witness testimonials are not accurate and can be manipulated depending on the question that is asked of the eye-witness. In a later study, Loftus and Palmer divided participants into three groups, where all three groups watched the same video once again but were asked a series of questions. One group was asked "how fast were the cards going when they smashed into each other?", another was asked "how fast were the cars going when they hit each other?" and the control group was asked questions but not of the speed of the cars. Two weeks later, participants were called back and asked whether they remember glass breaking in the videos. Suprisingly, those that were asked "how fast were the cars going when the smashed into each other?" had a 33% rate of participants saying that they had seen glass, while only 14 percent of the second group saw glass. Only 6 percent of the control group claimed they had seen glass. In reality, there was no glass. This second study suggests that initial processing that is manipulated by leading questions and schemata are liable to affect the way that consequences are processed in the future. As a result, it can be concluded that memory of witnesses, ie eye witness testimonials are susceptible to distortion and thus are no reliable. It also explains how schemata can affect the way that memories are kept, just as Bartlett had suggested in his 1932 study.

However, there are instances in psychology experiments where it has been shown that general details are remembered clearly by eye-witnesses, even under severely stressful and high-risk situations. An example is a relatively recent study that analysed the eye-witness testimonials of how the titanic sank: whether it broke in half before sinking, or sunk intact. The eye witnesses (with the exception of two people) said that the ship had sunk after breaking, despite the 'leading questions' asked by the British and American hearings a few days after the titanic rescue. While this is a general detail that was remembered by the eye witnesses, it brings upon the question of whether specific details are accurately recalled by witnesses. (Titanic eye witness study by Riniolo).

Potential Exam Questions

Biological Level of Analysis (SAQ)

1. Explain how determinism relates to the biological perspective.
2. Explain why the reductionist approach is regarded as controversial.
3. Describe one study from the biological perspective and discuss how this study has contributed to our understanding of behavior.
4. Outline one strength and one limitation of the biological perspective in explaining one psychological or social question.
5. Explain how one hormone influences human behavior.
6. Explain how evolution has influenced human behavior.
7. Explain how one or more neurotransmitters affect human behavior.
8. Explain how one study demonstrates localisation of the brain.
9. Distinguish between localisation and lateralisation.

(LAQ)

1. Describe one study from the biological perspective and discuss how this study has contributed to our understanding of behavior.
2. Evaluate two research methods that are used in the biological perspective.
3. Discuss ethical considerations related to genetic influences of behavior.
4. Discuss how and why particular research methods are used at the BLA, with reference to at least one study.
5. Discuss the use of brain imaging technoloqies to investigate the relationship between biological factors and behavior.

Cognitive Level of Analysis (SAQ)

1. Outline one assumption of the cognitive perspective. Identify one key concept based on the assumption outlined above and explain their relationship.
2. Explain how one key concept from the cognitive perspective helps us understand behavior.
3. Explain one theoretical explanation of human behavior in the cognitive perspective.
4. Describe one study that investigated the schema theory.
5. Explain cognitive dissonance.
6. Outline two principles that define the cognitive level of analysis.
7. Outline how emotion affects one cognitive process.
8. Describe one ethical consideration related to one research study at the cognitive level.
9. Explain how one biological factor can affect a cognitive process.

(LAQ)

1. Assess the extent to which one model of information has helped in understanding cognitive processes.

2. Explain the extent to which free will and determinism relate to the cognitive perspective.

3. To what extent do social or cultural factors affect one cognitive process?

4. To what extent is one cognitive process reliable?

Social Cultural Level of Analysis (SAQ)

1. Describe one theory that is relevant to the social learning theory.
2. Describe one theory that is relevant to the social identity theory.
3. Outline two errors in attribution.
4. Describe one theory or study on the formation of stereotypes.
5. Explain one compliance technique.
6. Explain why one particular method has been utilised in the socio-cultural level of analysis.
7. Distinguish between emic and etic.
8. Explain factors that influence conformity.
9. With reference to a study, explain conformity.
10. Discuss the use of technology in investigating the relationship between cognitive factors and behavior.

(LAQ)

1. Using empirical studies, explain two research studies that were employed by psychologists in the socio-cultural level of analysis.
2. Evaluate one or more applications of one theory in the socio-cultural level of analysis.
3. Discuss factors influencing conformity.
4. Outline and evaluate schema theory with reference to studies.
5. Evaluate social identity theory with reference to relevant studies.
6. Discuss factors influencing conformity.
7. Discuss the reliability of one cognitive process.