...Cognitive INTERVIEW: Fisher and Geiselman (1992): They reviewed the relevant psychological literature on memory > Related to the ways interviews can be carried out in real life by police officers. They found out that... That people remember events better when provided with retrieval cues. This could be accomplished in police interviews by mentally reinstating the context of the event being recalled. Fisher and Geiselman developed an interviewing technique, the cognitive interview, which was based on psychological principles concerning effective memory recall. They could be characterized into FOUR distinctive components: Report Everything: The interviewer encourages the reporting of every single detail of the event, even though it may seem irrelevant. Mental Reinstatement of original context The interviewer encourages the interviewee to mentally recreate the environment and contacts from the original incident. = Based on the principles that if there is consistency between the actual incident and the recreated situation, there is an increased likeliness that witnesses will recall more details, and be more accurate in their recall. Changing the Order The interviewer may try alternative ways through the timeline of the incident, for example, by reversing the order in which the events occurred. Changing the Perceptive The interviewee is asked to recall the incident from multiple perceptive, for example, by imagining how it would have appeared to other witnesses present...
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...Describe the Cognitive Interview (10) Over the last 20 years police have worked with psychologists to develop the cognitive interview, which is designed to take account of well-known cognitive functions and avoid any chance of leading the witness. The cognitive interview is a set of instructions given by the interviewer to the witness to reinstate the context of the original event and to search through memory by using a variety of retrieval methods (Fisher et al., 1989). So why does it work? Theoretically, the CI is rooted in cognitive psychology and rests upon two principal assumptions, first that memory of an event is made up of an interconnected network and that there should therefore be several ways of getting to the same point, and second that retrieval from memory will be more effective if at the time of retrieval the context surrounding the original events can be reinstated. Remembering some aspects of experience leads, by association, to other, but the sequence cannot be predicted and may seem confused to a listener. Cognitive interviewing is designed to facilitate accurate recall through a set of instructions. There are four basic principles, according to Fisher et al. (1989). Event-interviewing similarity Memory of an event such as a crime is enhanced when the psychological environment at the interview is similar to the environment at the original event. The interviewer should therefore try to reinstate in the witness’s mind the external (e.g. weather), emotional...
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...Cognitive Psychology assessment 4, Outline and evaluate the use of cognitive interview opposed to the normal interview Findings concerning the unreliability of eye-witness accounts have led researchers to attempt to devise methods for improving retrieval. One of these methods is the cognitive interview. Cognitive interview was created by Fisher and Geiselman (1992).The Cognitive Interview technique is a questioning technique used by the police to enhance retrieval of information from the witnesses’ memory. The cognitive interview involves the encouragement of eyewitnesses’ to do four basic things when being interviewed. The first thing that the cognitive interview expects is for the EW to report every detail, regardless of how trivial it may seem. Secondly the cognitive interview expects every EW to recreate the context of the event with the witness encouraged to mentally recreate the environment or contacts they may have had. The EW will also be expected to recall the event in different orders such as in reverse order or at different stages. The last basic expectation from the EW Is to recall the event from different points of view or perspectives of what others may have been. These aspects of the cognitive interview were introduced because Geiselman et al realised the importance of recalled every detail, big or small. This is why he proposed looking at an event from different prospective, his thought process behind this was that people may recall more details if they take...
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...avoid being contested in court (Quast, 2011). Employers must avoid personal questions that are not related to job performance. It is important to understand that these tests are not 100 percent accurate, and therefore not to be relied on solely in candidate selection (Quast, 2011). Though there are many different prescreening tests that can be, and are used today, a few include cognitive tests, personality tests, job knowledge, polygraph tests, interviews, drug screening, credit checks, and criminal background checks. Cognitive testing uses questions to test the applicant’s comprehension and problems solving skills, especially with multifaceted tasks. This type of testing can be helpful to test an applicant’s ability to problem solve when related to job complication. The validity and reliability of cognitive ability tests is high because they can be used as an indicator of the employee’s upcoming successes (OPM.gov, Cognitive Ability Tests). Job knowledge testing is similar to a written exam in that applicants are tested on their knowledge related to the job they are interviewing for. Unlike cognitive testing, job knowledge testing only tests on current knowledge, not on the capacity to learn new skill in the future. The validity and reliability of job knowledge testing is extremely high. The test is very tell-tale because it will show is the applicant...
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...Administration by Batamuriza, Berg & Hatami - JIBS 2006 Acknowledgements Since the begging of the year of 2006 we have worked hard to complete this paper. It has been both fun and challenging. We would not have reached this far without the help of our tutors, Jens Hultman and Anna Jenkins, therefore we want to give them a special thanks for helping and guiding us through this struggle. At the same time we would also like to thank the other groups for their constructive criticism and ideas for improvements. In connection to this, another thanks to our anonymous proofreaders without whom this thesis would not look anything like it does. We also want to give big thanks to the company that offered their time, effort and their thoughts during the interviews; without it this paper would have been impossible to complete and for this we will be ever grateful. Last but certainly not least, we would like to thank our families and friends that put up with our never ending discussions about the paper, and for your ever lasting love. Thank you all, because without your patience this would not have been possible. Florance Batamuriza Tobias Berg Tony Hatami i Strategic Understanding - A Qualitative Study On Similarities and Differences in Perceptions of Strategy A Bachelor Thesis in Business Administration by Batamuriza, Berg & Hatami - JIBS 2006 Bachelor Thesis in Business Administration...
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...Name | Aim | As Psychology Key Studies – Cognitive As Psychology Key Studies – Cognitive Method | Findings | Conclusion | Evaluation | Milner et al1957 | To see where STM is stored | HM Who suffered from frequent epilepsy, had his hippocampus removed | Could not form new LTM. Reading a book without realising he read it before | * | * | Peterson & Peterson1959 | Duration of S/LTM | Pps were shown nonsense trigram e.g. NHB and had different time intervals 3, 6, 9…18. Distraction task was to count back in 3s from a given number | The longer the interval, the harder it is to remember i.e. 3 was the easiest and 18 the hardest | When rehearsal is prevented, very little can stay in STM for over 18 seconds | * Reliable – Lab experiment * Lacks ecological validity as nonsense trigrams are artificial * Pps saw many different trigrams and may get mixed up making only the 1st one realistic | Bahrick et al1975 | Duration of LTM and to study VLTM | Asked pps to name students from year book through name recall or photo recognition | It is weaker as you get older but also depending on the way of recall e.g. name or photo etc. | The study shows evidence of VLTMs in a real life setting. Recognition is better recall; so there may be a huge store of info. It’s not always easy to access but you may require help to get to it | * High ecological validity – field experiment * Hard to control all variables – less reliable * This type of info may be rehearsed. * Cannot...
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...“The testimony of an eyewitness is so flawed that it can never be trusted” To what extent is eyewitness testimony as flawed as the quote suggests? The eyewitness testimony can be inaccurate and distorted: Eyewitness testimony (EWT) is the evidence provided by people who witnesses a particular event or crime. It relies on recall from memory. EWT includes, for example, descriptions or criminals (e.g. hair colour, height) and crime scenes (e.g. time, date, location). Witnesses are often inaccurate in their recollection of events and the people involved. As you can probably imagine, this has important implications when it comes to police interviews. Many cognitive psychologists focus on working out what factors affect the accuracy of eyewitness testimony, and how accuracy can be improved in interviews. Loftus and palmer (1974) studied eyewitness testimony and investigated how EWT can be distorted. Loftus and Zanni (1975) also looked at leading questions. Loftus and Zanni (1975) showed participants a film of a car accident, then asked them either ‘did you see the broken headlight?’ or ‘did you see a broken headlight?’ there was no broken headlight, but 7% of those asked about ‘a’ broken headlight claimed they saw one, compared to 17% in the group asked about the accuracy of people’s memories of an event. The accuracy of eyewitness testimony is affected by many factors as well as leading questions, there are other factors that can affect the accuracy of eyewitness...
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...Eyewitness testimony is a legal term. It is the detailed account given by a witness in a courtroom, describing what they perceived happened during the specific incident under investigation. This is used as evidence to show what happened from a witness’s point of view. Eyewitness testimony is a crucial area of research in cognitive psychology and human memory; studies into eyewitness testimony have found that it can be affected by many factors. Elizabeth Loftus, a leading researcher in eyewitness testimony, conducted studies to demonstrate that memory is not a factual recording of an event and that memories can become distorted by other information which occurs after the event. Loftus and Palmer (1974) study consisted of two laboratory experiments; both were examples of an independent measures design. The independent variable in both of the experiments is the verb used. The dependent variable in the first experiment is the participant’s speed estimate and the dependent variable in the second experiment is whether the participant believed they saw glass. In the first experiment 45 students from the University of Washington were shown video clips, short excerpts from safety films made for driver education, which were 5 to 30 seconds long. They were split into 5 groups, with 9 participants in each group. After each clip the students were asked to write a report of the accident they had just seen. They were also asked to answer some specific questions but the crucial question...
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...Use | Examiner’s Initials | Question | Mark | 1 | | 2 | | 3 | | 4 | | 5 | | 6 | | 7 | | TOTAL | | General Certificate of Education Advanced Subsidiary Examination January 2013 Psychology (Specification A) PSYA1 Unit 1 Cognitive Psychology, Developmental Psychology and Research Methods Thursday 10 January 2013 1.30 pm to 3.00 pm You will need no other materials. Time allowed 1 hour 30 minutes Instructions Use black ink or black ball-point pen. Fill in the boxes at the top of this page. Answer all questions. You must answer the questions in the spaces provided. Do not write outside the box around each page or on blank pages. Do all rough work in this book. Cross through any work you do not want to be marked. Information The marks for questions are shown in brackets. The maximum mark for this paper is 72. Question 7 should be answered in continuous prose. You may use the space provided to plan your answer. In Question 7, you will be assessed on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. (JAn13psyA101) G/T87042 6/6/6/ PSYA1 Section A Cognitive Psychology and Research Methods Answer all questions in the spaces provided. Total for this question: 4 marks 1 Research has suggested that the encoding and capacity of short-term memory are different from the encoding and capacity of long-term memory...
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...itEyewitness Testimony - Evidence given by a witness to a significant event such as a crime or serious accident. - The evidence usually takes forms of personal identification or verbal account of what happened. - Problems can occur at any point in the memory process: 1) Acquisition: Information the person perceives Poor viewing conditions Focus on weapons 2) Storage: Information the person stores in memory Misleading information Source misattribution errors 3) Retrieval: Information the person retrieves at a later time Best guesses in line-up identification Leading questions - Inaccurate eyewitness testimony can have very serious consequences leading to wrongful convictions. - Why eyewitness testimony may be unreliable? * The role of anxiety: Baddeley 1997 reported that 74% of suspects convicted in 300 cases where eyewitness identification was the only evidence against them. Anxiety may lead to unreliable remembering depends on number of factors. * Research on ‘weapon focus’ Loftus 1979: P were exposed to one of the 2 situations; 1- They overheard a low-key discussion about an equipment failure. A person then emerged holding a pen with grease on his hands. 2- They overheard a heated and hostile exchange between people in the lab. After the sound of breaking glass and crashing chairs, a man emerged from the lab holding a paper knife covered in blood. P were then given 50 photos to try and identify the person. Findings: 1- Accurately identified...
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...In the research study titled Cognitive milieu therapy and physical activity: experiences of mastery and learning among patients with dual diagnosis, by L. Borge, J.I. Rossberg, and S. Sverdrup the researchers examined milieu therapy paired with physical activity. The objective of the study was to examine cognitive milieu therapy (CMT) in psychiatric institution from the point of view of the patients. The researchers looked to gain in depth knowledge of inpatients reactions to acquiring new skills through CMT and physical activity. According to the research article (Cognitive milieu therapy and physical activity: experiences of mastery and learning among patients with dual diagnosis) the researchers were interested in this topic due to the frequency of CMT being implemented in psychiatric institutions; but there is no current research that shows data from the point of view of the inpatient. In the experiment the CMT and physical activity was implemented with patients with a dual diagnosis (substance abuse disorder and serious mental disorder). Twenty qualitative interviews were conducted with inpatients. The researchers hypothesized the results from the twenty qualitative interviews would show the success CMT paired with physical activity is heavily based on the “learning climate” (proactive attitude of the staff), according to Cognitive milieu therapy and physical activity: experiences of mastery and learning among patients with dual diagnosis. The research study took place...
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...Rejection: LM 4 Ryan and Tippins article was interesting and clearly alluded to the limitation of references and cognitive/personality skills tests in assessment when not performed properly. Further these readings also indicate that the battery of questions for assessing personality need to be implemented fully, rather than making an interpretation based on a few isolated questions. With that perspective I would be disappointed if the rejection was based upon an assessment that was made on cognitive or personality testing when a full complement of questions or a comprehensive test was not administered. This occurs not too infrequently in work place, for the convenience of saving time. In addition, most interviewers, especially in medicine are experts in their medical field; they have little back ground in cognitive and personality testing. While some of these tests have good validity in identifying cognitive and behavior attributes, it requires an expert in this field to be able to properly implement and interpret the data from such tests. I would be not pleased if the rejection was also due to referee’s recommendation or lack thereof. As part of my interviews for my current job (Chair), the Dean of the medical school called few selected other nationally known leaders in the specialty. It was a big concern for me, as the referee’s he chose may not have known me well or well enough. There expertise may have been different than mine and our paths may not have crossed beyond being...
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...treatment phase, Jimmy and I will discuss an “A-B-C approach” (antecedents, behavior(s), and consequences) that led to relapse. Selection of treatment: For selecting treatment, the best method would be cognitive-behavioral therapy (CBT). According to authors, Hofmann, Asnaani, Vonk, Sawyer, and Fang (2012), cognitive-behavioral therapy is effective across all aspects of psychological impairments and the most widely studied. Therefore, cognitive-behavior therapy will be utilized. Description of Interventions/Techniques: The cognitive-behavioral model of substance abuse suggests a verity of interventions/techniques. For Jimmy’s case, we will use: motivational interviewing (MI), stages of change theory and breathing/relaxation training. Motivational...
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...mental status and mental functional ability of a client. The purpose of this paper is to provide a comparative analysis of two tests of symptom severity and two tests of functional impairment. The tests of symptom severity are the Mini Mental State Examination (MMSE) and the Structured Interview of Reported Symptoms (SIRS-2). The functional impairment tests are the Ohio Functional Assessment Battery (OFAB) and the Burns Brief Inventory of Communication and Cognition. Comparing and analyzing these tests will allow for the choosing of which test is the most appropriate for a client who have exhibited several different symptoms that indicates a possible presence of dementia, or a related cognitive deficit. The Mini Mental State Examination (MMSE) Folstein, Folstein, McHugh & Fanjiang (2001) describes the Mini Mental State Examination (MMSE) as “a brief, individually administered measure mental state, which is an assessable measure of cognitive status in adults.” The purpose of the MMSE is use to screen patients and determine if there’s an existence of cognitive impairment, and if so, what severity of cognitive impairment is exhibited at any given point in time. The MMSE follows the course of cognitive changes in a patient throughout the treatment period and also allows a psychologist who is treating the patient to document the patient’s response to such treatment. The intention of the MMSE is to help psychologists in carrying...
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...Impact of Cognitive Impairment on Screening Mammography Use in Older US Women Kala M. Mehta, DSc, MPH, Kathy Z. Fung, MS, Christine E. Kistler, MD, Anna Chang, MD, and Louise C. Walter, MD Screening mammography guidelines suggest that women with a life expectancy less than 4 to 5 years at the time of screening are unlikely to benefit from breast cancer screening and, thus, should not be screened.1–3 Although some cancer screening guidelines specify upper-age cutoffs for stopping screening as a surrogate for life expectancy (e.g., prostate-specific antigen screening guidelines suggest stopping at age 75 years),4 we do not know of any guidelines that specify the types of comorbidity that would preclude screening. This is despite the fact that certain comorbid conditions, such as dementia, are stronger predictors of life expectancy than age.5 Specifically, patients with dementia generally live less than 5 years6–12 and therefore are unlikely to benefit from screeningmammography. In addition, having dementia or severe cognitive impairment increases the likelihood that elderly women will experience harm from screening mammography (e.g., more psychological distress from false-positive results because of the inability to understand screening procedures, and more complications from the treatment of clinically insignificant disease).13,14 Moreover, screeningmammography can distract care away from more pressing medical problems arising from either the cognitive...
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