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You will have to listen to find out, but it is directly relevant to our next unit. Below is the link to the podcast. Start and end at the designated times. Of course, you are welcome to listen to the second half as well if you are interested. Reflection questions Write a paragraph in reflection to each question.

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Bring your reflections with you to class. We will be discussing them.

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Eyewitness Memory Activity This activity introduces students to the challenge of accurate eyewitness testimony and the misinformation effect. The students will watch a video of a bicyclist assisting police in chasing a thief.

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Myth: Eyewitness Testimony is the Best Kind of Evidence

They will then be asked questions about the video. Some of the questions contain misleading post-event information MPI. Then, students are asked about the presence or absence of certain details in the video, some of which are present and some of which are absent. Students can see their results, and the class results can also be compiled. This activity follows a typical misinformation effect paradigm: subjects witness an event, are introduced to a mix of accurate and inaccurate post-event information, then tested for the accuracy of their memories of the event.

The MPI is introduced through leading questions. In the post-event information, half the items mentioned were present in the video and half were not.


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Then during the detailed recall portion, half of the items listed were also listed in the post-event information and half were not. There are four groups:. Each cell contains five items.

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In addition, there are six filler questions in the post-event information; all refer to details that were present in the video. A hit would be a yes response to an item present in the video. A false alarm is a yes response to an item that was not in the video. A miss is a no response to an item in the video. A correct rejection is a no response to an item not in the video. Compare the mean number of yes responses for each of the four categories. False alarms and misses represent faulty memory and inaccurate eyewitness testimony. Did MPI increase the hit rate or the false alarm rate?


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  • The findings should be a good discussion starter for the malleability of memory and the difficulty of accurate eyewitness testimony. Here is the key to the video, post-event information, and the memory test. At the end are the sheets that should be provided to students for the activity. You may want to add filler tasks, like a word search or some other activity, between seeing the video, taking the post-event questionnaire, and taking the detail memory test. The complete handouts students will use for this activity follows these instructions. Students will watch the video, Helping with a Police Chase , and read the summary.

    Summary: In this video, a bicyclist comes upon policemen chasing a thief. The cyclist joins the chase down a busy road, through a neighborhood, and into alleyways, catching up to and confronting the thief a couple of times. Eventually, the thief sheds a coat and jumps a wall to escape. The cyclist gathers up clothing and finds the police.

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    He tells the officers the direction the thief took and gives them the clothing. Students will complete the follow-up questionnaire. Here is the Question Set with key. Some items are filler, some refer to items actually present in the video Present , and some refer to items that were not in the video Absent. The set of questions without the key that you will give to the students comes after the scoring guide.

    Students will now answer Yes or No for a list of items. They answer Yes if the item was in the original video and No if it was not. Here is the Key in both list and table format. The student handouts are available here. Here is a table that shows the condition of the various items and details. The question number is in parentheses.


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    • Use this table to determine the number correct in each of the four conditions. Find the average for each condition. In-Class Memory Activity Tell students they will take a memory test. They will listen as you read them a list of 15 words, at a rate of about one word every 5 seconds. They may not write down any of the words as you say them. When you give the signal, the students should write down as many of the words as they can recall in any order. This activity demonstrates several memory concepts. You want to check to how many students recalled certain words.

      For these words, have students raise their hands if they recalled them. Asteroid: It was a distinctive word that did not fit in with the meaning of the rest of the words. This demonstrates the von Restorff effect. Needle: You should get a large percentage of the class recalling this word even though it was not on the list. You can show the students the whole list and ask them where they heard it.

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      It also shows the role of schema in guiding recall. Note: I did not develop this demonstration. A number of variations exist. Roediger, H.

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      Creating false memories: Remembering words not presented in lists. There is a lot of up to date information on eyewitness testimony which I would like to use parts of in an Incident Report Assignment I am doing with several trades students. Please let me know if I have your permission. Your email address will not be published. In the interest of transparency, we do not accept anonymous comments. This site uses Akismet to reduce spam.