╨╧рб▒с>■ <>■ ; ье┴7 Ё┐нbjbjUU &,7|7|Т l╓╓╓╓2 ,42[#╢lllllєєє┌"▄"▄"▄"▄"▄"▄"$$ 1&#є├0єєє#ы╓╓llW#ыыыє╓дll┌"ыє┌"ыыО!╠zдО"l`А0ЦV0?─2ю ▄Z"О"L+#0[#t"3'ы3'О"ы22╓╓╓╓┘GRADE C EXAMPLE УEye witness testimony differs from many other aspects of memory in that ааaccuracy is of much greater importance.Ф Consider what psychological research has told us about the accuracy of eye witness testimony. (18 marks) а(May 2002 Paper) This is a good beginning it explains what the question is asking. This paragraph has good AO1 but the evaluation AO2 is weak. Again in this paragraph good descriptive AO1. Whilst attempts are made to evaluate they are not as deep as they could be. Again AO2 but it is not strong and not related back to the question set. Some conclusions again AO2 but not used to the best effect. If you are to use eye witness testimony to any extent then it must be accurate. The question asked by Psychologists is to what extent is such testimony accurate? The Devlin Report examined 850 criminal cases where the major evidence came from only one eye witness. They found that in 75% of these cases the accused person was found guilty. Wells et al did an experiment were a participant was placed in a room and whilst waiting a confederate entered the room and stole a calculator. When the participant was asked to identify the thief from photos, only 58% were correct. When all the participants were asked to testify at a mock trial 80% of them were believed by the jury. This cast doubts on just how good or accurate eye witness testimony is. It could be we see what we want to see or perhaps think we have seen things when really we havenТt. The theme was taken up by Elizabeth Loftus when she showed participants slides of events leading to two cars crashing. She asked one group had they seen a broken headlamp? The other group was asked did you see the broken headlamp? By using СtheТ Loftus as suggesting to participants that there was a broken headlamp, and they should have seen it. What she found was that more people said they saw a broken headlamp when the word СtheТ was used. So it seems you can get people to see what you want by using different words in the question. So called leading questions. One major criticism of LoftusТ work is that it was not a real live situation but conducted in a laboratory. It was not real so the results cannot be considered to be accurate. It could be nothing to do with the language used but more to do with the views and opinions we have, what Piaget called СschemasТ. Bartlett carried out an experiment were people listened to the storyТThe War of the GhostsТ. There were asked to relate the story to others in turn. What Bartlett found was they changed the story to make it fit into the schemas they had of the world. Bartlett called this search after meaning. It could be that when we witness an event we also search after meaning and so are not accurate but more accurate in terms of what we understand. In conclusion it is true that eye witness testimony needs to be accurate and at times humans are not as accurate about what they see as they think they are. We all have schemas but they can colour what we see or think we see. GRADE E EXAMPLE УEye witness testimony differs from many other aspects of memory in that ааaccuracy is of much greater importance.Ф Consider what psychological research has told us about the accuracy of eye witness testimony. (18 marks) а(May 2002 Paper) Not needed. This paragraph simply restates the question, so is wasting time. This paragraph is all AO1 and no AO2. We have the same problem here, all AO1 and no AO2. There is an attempt to evaluate here, but it is at a very shallow level and will not score high on AO2. Again evaluation attempted but only weakly.Eye witness testimony differs from other forms of memory because in eye witness testimony great accuracy for events and faces are needed. The research carried out to date has told us that this accuracy is important. This is what Loftus found in her work. She examined eye witness testimony in two different research projects. Loftus showed participants slides of two cars which eventually were to crash. She asked one set of participants if they had seen a broken headlamp after they had seen all the slides. The other group were asked if they had seen the broken headlamp. What she found was that more people said yes they had when asked if they had seen the broken headlamp. She then did another piece of work using a video of two cars involved in a crash. The people who watched the video were split into different groups and asked the same question in a different way. One group were asked what speed do you think the cars were doing, when they hit each other? Another group were asked what speed do you think the cars were doing when they collided with each other? What Loftus found was that the stronger the tone of the sentence e.g. hit or collide or smash, the faster the people said the cars were travelling. This means that while accuracy is important in eye witness testimony it is possible to make people change there minds by altering the way in which the questions are asked. Loftus asked people if they saw the broken headlamp, by sating this she was more or less telling them they should have seen a broken headlamp. By the same token by asking what speed cars were doing when they smashed into each other she was suggesting the cars must have been doing a faster speed than if they were when she asked what speed they were doing when they hit each other. In conclusion it is true to say there is a need for accuracy in any eye witness testimony. You can change peoples ideas simply by asking them leading questions. That is why now people use a different form of questioning called the cognitive interview. 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