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- 1Weaknesses of the WMM-The central executive is a very important part of the model,model does not give enough info on how it allocates resources. Some psychologists feel it is too vague to suggest it is 'attention', therefore does not explain role adequately.
-It suggests one central executive but evidence supports for several components.
-Main component is the bit we know the least about. It has limited capacity but it has not been proved. - 2Strengths of Working Memory Model-effectively explains our ability to carry out dual tasks.
-It predicts it is harder to do 2 things at once if they are both verbal or visual.
-This is supported by Baddely. All P's were given an individual task. Then given a visual task.
-Supported by Cohen et al.(Brain scans)
-They put P's in a brain scanner and where then asked to carry out 2 different tasks. It showed tasks using diff parts of the WMM use diff parts of the brain. - 3Multistore memory model weaknesses-Puts to much emphasis on rehearsal and ignores incidental learning(things learnt without rehearsal)
-Clive wearing suggests that some LTM store is more complicated than than just one Unitary store, he has some memories in tact.(could play piano but could not remember his college)
-suggests info must flow through STM to reach LTM. The case of KF does not support this, KF's STM was severely impaired but his LTM was unaffected. Therefore info can pass directly into LTM. - 4EWT- Anxiety LoftusLoftus- 2 conditions
1)P's overhear low key discussion in lab about equipment failure.A person then emerged from the laboratory holding a pen and with grease on his hands
2) overheard a heated and hostile exchange between people in the laboratory.sound of breaking glass and crashing chairs, a man emerged from the laboratory holding a paper knife covered in blood.
Participants were then shown 50 photos and asked to identify the person who had come out of the laboratory
found that the participants who had witnessed the man holding the pen accurately identified the person 49% of the time. The participants who had witnessed the man with the bloodstained paper knife were successful only 33% of the time. - 5EWT- Anxiety Loftus and Burns-showed participants a violent or non-violent short film, in violent a boy was shot in the face, were less accurate in recalling information about the crime than those who saw the non-violent film.
This finding from Loftus’s research is known as weapon focus.
. The witness concentrates on the weapon and this distracts attention from the appearance of the perpetrator
-concluded that the fear or anxiety brought about by the sight of the weapon narrows the focus of attention.
gives rise to very accurate recall of the central details of the scene, but less accurate details of peripheral details. - 6EWT- Anxiety Christianson and Hubinette-58 real witnesses to bank robberies.
-Witnesses were either on-lookers present at the time, or bank staff who were actually threatened by the robbers.
-Those threatend in some way were more accurate in recall and remembered more detail.
suggested that the relationship between anxiety and accuracy of EWT is like an inverted U. This means that medium arousal improves accuracy of EWT, but high arousal makes it worse. - 7EWT Age of Witness Parker and Carranza-found primary school children were less likely to correctly identify a criminal than college students.
-Participants were asked to identify a target individual following a slide sequence of a mock crime.
- In the photo identification task, child witnesses had a higher rate of choosing ‘somebody’, and they were also more likely to make errors of identification than the college students. - 8EWT- Age of Witness Anastasi and Rhodes-researched this and found that young and middle-aged adults were still significantly more accurate than the older adults in recognizing target individuals
-used individuals from three age groups (18-25, 35-45, and 55-78) who were shown 24 photographs which they had to rate for attractiveness
-then presented with 48 photographs, 24 of which had been seen previously and 24 acted as distracters.
-showed that the young and middle-aged participants were more accurate than the older participants, but all age groups were more accurate in identifying photographs from their own age group. - 9EWT- Misleading information Loftus and Palmer-car crash
-Participants were shown a 30 second videotape of 2 cars colliding
-They were then asked a question about the speed that the cars were travelling
-The conditions were hit, smashed, collided, bumped and contacted.
-a week later participants were asked if they had seen any broken glass on the road. In fact there was no broken glass.
-The average estimated speed was found to increase as the strength of the verb increased. For smashed it was 41mph, for collided 39mph, for bumped 38 mph, for hit it was 34mph, and for contacted 32mph. - 10EWT Criticisms- Loftus and Palmer’s experiment focused on memories of peripheral details. Fruzetti (1992) suggested it is much harder to distort eyewitness testimony by misleading post-event information for key details (e.g. the murder weapon) than it is for minor details such as the presence of broken glass.
- Laboratory experiments lack external validity. E.g. Loftus and Palmer’s experiment involve watching a video of a car crash which participants make decisions about. It lacks the emotional elements that occur when present at the scene of a crime/accident and the participants’ judgments have no consequences. Yuille and Cutshall found real life witnesses were less affected by misleading information.
-Some experiments raise ethical issues about the welfare of the participants who were deceived and who may have also been upset by witnessing e.g. a bloodstained paper knife or a violent film.
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- FlashCards sobre Sem título, criado por georgeware9 em 11-05-2014.
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