...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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...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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...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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... How did Zimbardo provide evidence for identification? 7. What is meant by normative social influence? 8. What is meant by informational social influence? 9. What were the findings from Asch’s experiment? 10. What was Asch’s procedure? 11. Describe Milgram’s procedure for his obedience experiment. 12. What were the findings from Milgram’s experiment? 13. Describe Milgram’s variation where proximity was changed, and state the findings. 14. Describe Milgram’s variation where location was changed, and state the findings. 15. Describe Milgram’s variation where uniform was changed, and state the findings. 16. What is the agentic shift explanation of obedience? 17. What does the dispositional explanation of obedience say about obedience? 18. What is meant by Locus of Control? And how does it affect resistance to obedience? 19. What features of a minority are needed for social change? 20. What was Moscovici’s procedure? 21. What did Moscovici’s results tell us about minority influence? Memory 1. Draw a diagram showing the MSM and the processes involved. 2. What is the coding, duration and capacity of Sensory, Short-term and Long-term memory? 3. Describe two research studies that support a distinction between the STM and LTM. 4. Draw a diagram showing the WMM and the sub-sections of each slave system. 5. What is the role of the central executive? 6. What are the following slave systems responsible...
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...long-term memory. For example Baddeley There are huge differences in the duration of information in the short term and long term memory (Peterson & Peterson). (Bahrick et al.)oversimplified. (reductionist) | Outline and evaluate the working memory model (12) | Episodic buffer was added by Baddeley in 2000 | Active process: PET scans Amnesiac case studies Shallice & Warrington (1974) Baddeley (1986) found that patients with damage to their frontal lobe had problems concentrating suggesting damage to the central executive (researcher biased) | Outline and evaluate the cognitive interview (12)Outline and evaluate how a cognitive interview can be used to improve the accuracy of eyewitness testimony (EWT). (12) | 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 (Fisher and Geiselman, 1992). used by the police...
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...Version 1.0: 0107 abc General Certificate of Education Psychology 5186 Specification B Unit 1 (PYB1) Introducing Psychology Mark Scheme 2007 examination - January series Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation meeting attended by all examiners and is the scheme which was used by them in this examination. The standardisation meeting ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for the standardisation meeting each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed at the meeting and legislated for. If, after this meeting, examiners encounter unusual answers which have not been discussed at the meeting they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available to...
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...represents creativity, approach, and many more. A few of the approaches of problem-solving, which aid in uncovering a solution are a few of the following, such as unidentified assessment, procedure, technique, and the arrangement of the problem. Problem-solving occurs in every area of life because problems occur in daily life. Insight and creativity in problem-solving allow the person to use imagination, critical thinking skills, and creativity to develop a solution to his or her problem. Therefore, insight and creativity are two important factors in problem-solving. The constraints of a problem depend upon problem representation to uncover ways to solve the problem. In addition, problem representation forces a person to empower his or her cognitive skills to investigate problems. Analyzing the abilities and functions of reasoning, judgment, and decision-making in problem-solving process occurs to determine the existence of new measures in the decision and reasoning approaches in the search for ethical solutions. The ethical solutions in problem-solving guarantee the results are trustworthy and accurate. Therefore, the need for accurate problem-solving skills is a necessity to find solutions to problems people experience. Approaches of Problem-Solving Problem-solving have three significant characteristics. 1) A problem is an unidentified assessment, procedure, technique, arrangement, or belief valuable to finding an answer to. 2) According to Newell and Simon, (1972), for a...
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...Saint Leo University PSY325 Developmental Psychology Course Description: A survey of the major areas in human development with an equal emphasis placed on child, adolescent, and adult development. The course examines developmental changes over the entire life-span and the processes underlying these changes. All major areas are reviewed including biological, cognitive, language, personality, emotional, moral, social, and career development. This course is an upper level elective course in the major. It is a course that is highly desirable for students in Social Work, Education, Human Services, Pre-Med, and Pre-Nursing. The sub-discipline of Developmental Psychology also draws heavily upon almost every other field in psychology. Prerequisite: PSY121 Textbooks: Berk, L. E. (2014). Exploring lifespan development (3rd ed.). Boston: Pearson Education, Inc. ISBN-13: 978-0-205-95738-5 Course Objectives: Developmental Psychology is perhaps the most interdisciplinary field within psychology. It encompasses genetics, learning, physiological psychology, perception, cognitive psychology, intelligence, personality, gender issues, social influences, and psychological disorders. It uses a similar methodology as other fields but also utilizes some innovations specific to human development research. This course is a lifespan development course. That is, it will examine in detail how we develop physically, mentally, morally, and socially from the moment of conception through adulthood and old age...
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...age periods researchers use to study child development, and cite and describe the three domains in which development is often divided. There are six periods researchers use to study child development. The first is the prenatal which is conception to birth. Next is the infancy and toddlerhood which is from birth to two years. Early childhood is next and that stage is two to six years old. Then it’s the middle childhood which is from six to eleven years old. Adolescence follows after which is from ages eleven to eighteen. Next is the emerging adulthood which is eighteen to twenty five years old. With age periods there is also three domains in which development is divided. First is physical which includes change in health, functioning of the body system, perceptual and motor capacities, body size proportion and appearance. Next is cognitive which describes changes in intellectual abilities. Last is emotional and social, which are changes in emotional communication, interpersonal skills and relationship, moral reasoning and behavior, self-understanding, and knowledge about others. 3. Explain the role of theories in understanding child development, describe the three basic issues on which major theories take a stand, and explain the concepts of plasticity and stability in development. Theories play an important role when it comes to understanding child development. Theories help describe behaviors, explain behavior, and...
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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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...Eye witness testimony is the ability of people remembering the details of events, such as accidents and crimes which they themselves have observed. The accuracy of eye witness testimony can be affected by factors such as misleading information, leading questions, post-event discussion and anxiety. Loftus and Palmer investigated how the language (leading questions) used in eyewitness testimony can alter memory. 45 students were shown 7 films of different traffic accidents. After each film the participants were given a questionnaire which asked them to describe the accident and then answer a series of specific questions about it. There was one critical. This question was ‘About how fast were the cars going when they hit each other?’ One group of participants were given this question. The other five groups were given the verbs smashed, collided, bumped or contacted in place of the word hit. The mean speed estimate was calculated for each group. The group given the word ‘smashed’ estimated a higher speed than the other groups (about 41 mph). The group given the word ‘contacted’ estimated the lowest speed (about 30 mph). This suggests that memory is easily distorted by questioning technique and information acquired after the event can merge with original memory causing inaccurate memory. This may not be valid because the participants may not have taken the task seriously as they knew it was not real (lacks ecological validity) and there was little to no consent given by participants...
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...and how the social discussion during the experimental exploration can be seen in terms of the cognitive changes in children. Young children’s conceptual change has not been as widely studied as that in older students. The researcher in this case study suggested that conceptual changes as a party of the learning process should be viewed as a life long process, which begins before children enter school. Six-year-old children undergo floating and sinking during their conceptual change process. This article attempted to describe this process and how social discourse during the process of knowledge construction is linked to the change in children’s concepts. Conceptual change had generally been examined only through cognitive functions as a general process without consideration of the context before this case study. The children that were selected for this study were pre-schoolers age six. They all hailed from the city of Joensuu, Finland and were from the kindergarten involved with the ESKO research project. The groups wanted to participate in the study, but the researchers taught the topic after the teachers disagreed. The children came from two different groups in the kindergarten with mixed genders. The research was conducted into three parts: pre-interview, instructional process, and post-interview. The pre-interview consisted of two parts that aimed to determine the children’s present knowledge and experiences...
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...Psychology Within psychology, several perspectives are used to describe, predict, and explain human behavior. Describe three major psychological perspectives and name at least one leading theorist for each. Three major psychological perspectives are behavioral, sociocultural, and cognitive. The behavioral perspective views behavior as the result of environment experience. Environmental experience is basically all of a person’s life experiences that they have been subjected to in the past, and also the new experiences that will take part in their behavior. The behavioral perspective gained great momentum in the 20th century because it was a powerful tool in training, education, and industry. Critics claimed that behaviorism was dehumanizing. (John B. Watson, http://www.ccis.edu/, 5/17/13) and others conducted a thorough explication of Classical Conditioning and B. F. Skinner, responding somewhat to the critics of behaviorisms dehumanization, explained and expertly defended the processes of Operant Conditioning. Basically based off of a person’s environment will depict the way that they may behave. The cognitive perspective focuses mainly on the cognitive processes that are involved in learning, also on how a person’s brain works. It’s a form of psychology that examines internal mental processes such as a person’s perception, their thinking, their language, memory, problem solving and creativity. Cognitive psychologists focus mainly on how a person understands things, or how...
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...taken by the American Management Association showed 44% of its responding applicants used testing to select his or her potential employees (Shaffer & Schmidt, 1999). While the most commonly used form of psychological testing in the workplace is the cognitive ability tests, personality tests are also being used more and more frequently. Psychological Tests A psychological test is a series of standardized problems or questions that assess a certain individual characteristic. Tests are commonly used to assess many KSAOs, including knowledge, skill, ability, attitudes, interests, and personality (Spector, 2008). There are three types of psychological tests used in the workplace to help differentiate between those used for pre-employment or retention. Essentially pre-employment is called the "recruiting radar." These tests are ability tests, personality tests, and emotional intelligence tests (Spector, 2008). Ability tests Ability tests are the ability or aptitude with the capacity to do or learn to do a particular task (Spector, 2008). Ability tests have been split into many subcategories such as cognitive ability tests, which is an IQ or also known as an intelligence test, or a test of general cognitive ability. Cognitive tests are also done on an individual that focus on the mathematical or verbal...
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...important to understand individual characteristics that matter for organizations. Individual differences - are those differences among humans that distinguish or separate them from one another and make one as a single unique individual. Research in IDs ranges from analyses of genetic codes to the study of sexual, social, ethnic, and cultural differences and includes research on cognitive abilities, interpersonal styles, and emotional reactivity. Personality: Personality is the unique and relatively stable pattern of behavior, thoughts, and emotions shown by individuals. Do describe the personality of a person; researchers agreed that there are 5 main traits (The Big Five) that make up the personality of an individual. Personality is a potentially important predictor of work behavior. Matching people to jobs matters, because when people do not fit with their jobs or the company, they are more likely to leave, costing companies as much as a person’s annual salary to replace them. In job interviews, companies try to assess a candidate’s personality and the potential for a good match, but interviews are only as good as the people conducting them. In fact, interviewers are not particularly good at detecting the best trait that predicts performance: conscientiousness. Additional Work Related Aspects of Personality Cultural Diversity Another aspect for individual differences is culture. For organizations it is very important to understand that people...
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