1. Homework collect in “To what extent does age influence the accuracy of eyewitness accounts? “ 12 marks

2. The Cognitive Interview Technique Geiselman & Fisher

3. Objectives O In this lesson: - O You will learn about the Cognitive Interview Technique and Geiselman & Fisher’s research. O You will be able to Evaluate the technique and the research. O You will be able to apply this knowledge to exam style essay questions

4. Cognitive Interview Role Play O You are going to role-play a police interview and cognitive interview O How accurate were the two interviews? O http://www.youtube.com/watch?v=v_QbTX2 qS10 http://www.youtube.com/watch?v=v_QbTX2 qS10

5. The Cognitive Interview Technique O Geiselman & Fisher devised the Cognitive Interview Technique to increase the reliability and validity of Police interviews. O Replaced the standard police interview O Improving effectiveness of questioning witnesses in police interviews

6. Fisher and Geiselman (1992) Reviewed memory literature – people remember things better if they are provided with retrieval cues. This technique they devised had 4 components. How can we improve the accuracy of EWT?

7. Fisher and Geiselman’s (1992) “Cognitive Interview Schedule” (4 stages) 1.Context reinstatement Recall the scene, the weather, what you were thinking and feeling 2. Report everything 3. Recall from a changed perspective 4. Recall in reverse order Report every detail you can even if they seem irrelevant or trivial Describe the event as it would have been seen from different viewpoints Describe the event in reverse order

8. 1.Context reinstatement Recalling how you felt and the context enhance recall (these details act as cues to recall) 2. Report everything Witnesses might not realise that some details are important and details might help them recall significant information When events are recalled in forward order, witnesses reconstruct based on their schemas. If the order is changed they are more accurate 3. Recall from a changed perspective Encourages many retrieval paths 4. Recall in reverse order

9. Cognitive Interview Technique O Watch the following clip carefully. O How is the cognitive interview technique different from a standard interview? O http://www.youtube.com/watch?v=jyMLDN9 UOrE http://www.youtube.com/watch?v=jyMLDN9 UOrE

10. Fisher et al. (1987) added a few extra features Enhanced Cognitive interview

11. Research into effectiveness of cognitive interview schedule O Kohnken et al (1999) O Milne and Bull (2002) O Read the two studies. O Discuss with your partner O Evaluation?

12. Kohnken et al (1999) - meta-analysis of 53 studies - Found on average a 34% increase in amount of correct information generated in CI BUT - Most of the sample were university students Milne and Bull (2002) -Found that when they used a combination of “report everything” and “context reinstatement”, participants’ recall was significantly higher. BUT - Still in a laboratory - artificial

13. Mello and Fisher (1996) When CI and normal interview techniques were tested on both older adults’ (72 years) and younger adults’ (22 years) memory, CI was better for both. But was more significantly an advantage for the elderly. Individual Differences

14. Cognitive Interview Evaluation O P= Make a Point O E=Give the evidence O E=Explain the evidence

15. Think about what the surrounding environment looked like at the scene, such as rooms, the weather, any nearby people or objects. Think about how you were feeling at the time and think about your reactions to the incident. Please do not edit anything out of your report, even things you think may not be important. Try starting with the thing that impressed you the most in the incident and then go from there, going both forward in time and backward. Try to place yourself in the role of a prominent character in the incident and think about what he or she must have seen. 1 1 3 4 2

16. Plenary O Have you learnt about the Cognitive Interview Technique and Geiselman & Fisher’s research? O Are you able to critique the technique and the research? O Can you apply this knowledge to exam style essay questions ? O Write down one thing you have learnt this lesson on the post it note.

17. Objectives O In this lesson: - O You will learn about the Cognitive Interview Technique and Geiselman & Fisher’s research. O You will be able to Evaluate the technique and the research. O You will be able to apply this knowledge to exam style essay questions

18. Plenary O Jenny was standing at a bus stop talking on her mobile phone. The weather was wet and cold. Two men in the bus queue started arguing. One of the men was stabbed and badly injured. Later that day the police questioned Jenny, using a cognitive interview. They asked her to report everything she could remember about the incident even if it seemed unimportant. O Apart from ‘report everything’, explain how the police could use a cognitive interview to investigate what Jenny could remember. In your answer you must refer to details from the passage above (4 Marks).

19. Homework O Organise your folders and notes! Do you have any gaps etc? if so please complete! Bring them in to our next lesson to check O Complete the exam questions

20. Experimental Methods By the end of the lesson… E Will be able to define key methodology terms. C Will be able to describe the different types of experiment. A Will be able to explain the advantages and disadvantages of each type of experimental design.

21. If we were going to conduct a psychological experiment on memory… what would we need? Make a list…

22. To research cognitive psychology, experiments are usually the main method used. But, in order for you to fully understand the Experimental Method… you must know a few important terms first!

23. In pairs try to write a definition of the three main types of experiment used in Psychology… Lab Experiment Field Experiment Natural Experiment An experiment conducted in a tightly controlled environment where the IV is manipulated at the researcher observes the effect of this on the DV. An experiment carried out in an natural environment. The IV is still manipulated but it is done in an environment which is typical to the behaviour being studied. This is also carried out in a natural environment however the IV is not directly manipulated. Instead the IV is naturally occurring.

24. Now try and think of an area of psychology we might want to investigate by using each of the experiments. You could even come up with a research question if you wish… Lab Experiment Field Experiment Natural Experiment Study of sleep, perception and physiology (specialised conditions required). Social investigations. The influence of other people on individual behaviour. Studies that take advantage of changes in the environment. E.g. comparing the effect of television on children before and after the introduction of the TV.

25. Hypotheses Research Theories

26. Observation Propose a hypothesis Gather Evidence Keep Hypothesis Reject Hypothesis Build a theoryPublish results Define the Problem

27. Aim: To investigate whether eating chocolate will improve memory. What could our hypothesis be? Write a suitable hypothesis to test out during this experiment? Research has shown that drinking coffee can improve your memory, especially first thing in the morning.

28. “ Students who drink coffee before a memory test will remember more words from a list than students who did not.” Experimental Hypothesis Null Hypothesis This is another hypothesis that also needs to be stated. It states that the results will occur do to chance – i.e. are the results significant enough not to have occurred due to chance. It always states there will be no difference! Statement about a predicted outcome of a study, usually based on theory. “There will be no difference on scores on a memory test between those who drank coffee before, and those who didn’t drink coffee.”

29. Two types: One Tailed or Two Tailed? One Tailed = ‘directional’ The direction of the results is predicted. ‘Students who drink coffee before a memory test will recall more words than students who didn’t drink coffee Two Tailed = ‘non directional’ A change or difference is predicted but a direction is not specified. ‘There will be a difference in the number of words correctly recalled between those students who drank coffee and those who don’t’

30. CAR FRAME APPLELIGHT FLOWERRING CLOCKBOWL FIREWATCH

31. CAR FRAME APPLELIGHT FLOWERRING CLOCKBOWL FIREWATCH

32. What was the Independent Variable in our experiment? (What did we manipulate) What was the Dependent Variable in our experiment? (What did we measure?)

33. How did we measure our variables? We must define how we intend to measure the IV and DV = operationalisation. How might we operationalise the variable of ‘time’?

34. How many groups of participants did we use? Participant design refers to how your participants are distributed.

35. Repeated Groups Condition A Condition B There is only one group of participants. This group takes part in both conditions.

36. Independent Groups Condition A Condition B There are two separate groups of participants. One group takes part in condition A, the other takes part in condition B.

37. Matched Pairs Condition A Condition B There are two separate groups, but this time they are matched into pairs for certain qualities, such as age or intelligence. One of each pair takes part in condition A, the other takes part in condition B.

38. Which participant design did we use? Why?

39. Can you think of any problems with the participant designs?

40. Order effects occur in repeated groups design, when all participants take place in all the experimental conditions. -Practice effects might occur. After they have done the first condition they may be well practised to complete the second condition. -They also may become tired after the first condition and fatigue may affect their performance on the second condition. The solution = counterbalancing and randomisation. Counterbalancing. E.g. half of the participants participate in condition A before condition B and vice versa. This means that the first and second condition is not the same for every participant. Randomisation. Participants are assigned to condition A or B first by tossing a coin or picking out a name.

41. We are now going to repeat the experiment just as before in order to test how reliable it is.

42. VANPHOTO PEN BULB ROSEEAR MUSICSPOON RAIN SOCK

43. VANPHOTO PEN BULB ROSEEAR MUSICSPOON RAIN SOCK

44. Did we get about the same results as last time? Can we establish a cause-effect relationship? Why do you think this is? Do you think we’d get the same results if we repeated it in a field or natural setting?

45. Which we can’t control! What other factors might have affected our results? What about things we can’t control? Anything about the situation which may have affected our results? Anything about the participants which may have affected our results?

46. Which we can’t control! Extraneous Variables Anything other than the IV that can influence your results. Otherwise known as a confounding variable that can’t be controlled. Situational Variables A type of extraneous variable found in the environment. Noise, light, time, location, temperature or weather. Participant Variables A type of extraneous variable found in participants. Motivation levels, moods, skills, experience, fatigue, eyesight etc. These could all affect the VALIDITY of the findings. What’s validity again?

47. How far do you agree that experiments are the best method to use to study cognitive psychology?