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Dando CJ, Nahouli Z, Hart A, Pounder Z. Real-world implications of aphantasia: episodic recall of eyewitnesses with aphantasia is less complete but no less accurate than typical imagers. ROYAL SOCIETY OPEN SCIENCE 2023; 10:231007. [PMID: 37885991 PMCID: PMC10598423 DOI: 10.1098/rsos.231007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/28/2023]
Abstract
Individuals with aphantasia report an inability to voluntarily visually image and reduced episodic memory, yet episodic accounts provided by witnesses and victims are fundamental for criminal justice. Using the mock-witness paradigm, we investigated eyewitness memory of individuals with aphantasia versus typical imagers. Participants viewed a mock crime and 48 hours later were interviewed about the event, randomly allocated to one of three conditions. Two interview conditions included techniques designed to support episodic retrieval mode, namely (i) Mental Reinstatement of Context (MRC) and (ii) Sketch Reinstatement of Context (Sketch-RC). A third Control condition did not include retrieval support. Aphantasic mock-eyewitnesses recalled 30% less correct information and accounts were less complete, but they made no more errors and were as accurate as typical imagers. Interaction effects revealed reduced correct recall and less complete accounts for aphantasic participants in MRC interviews versus Sketch-RC and Control. Aphantaisic participants in the Control outperformed those in both the Sketch-RC and MRC, although Sketch-RC improved completeness by 15% versus MRC. Our pattern of results indicates reduced mental imagery ability might be compensated for by alternative self-initiated cognitive strategies. Findings offer novel insights into episodic recall performance in information gathering interviews when ability to voluntarily visualize is impoverished.
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Affiliation(s)
- Coral J. Dando
- Department of Psychology, School of Social Science, University of Westminster, London W1B 2HW, UK
| | | | - Alison Hart
- Department of Psychology, School of Social Science, University of Westminster, London W1B 2HW, UK
| | - Zoe Pounder
- Department of Experimental Psychology, University of Oxford, Oxford, UK
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Sharma PR, Wade KA, Jobson L. A systematic review of the relationship between emotion and susceptibility to misinformation. Memory 2023; 31:1-21. [PMID: 36093958 DOI: 10.1080/09658211.2022.2120623] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Inaccurate memory reports can have serious consequences within forensic and clinical settings, where emotion and misinformation are two common sources of memory distortion. Many studies have investigated how these factors are related; does emotion protect memory or leave it more vulnerable to the distorting effects of misinformation? The findings remain diffused. Thus, the present review aimed to clarify the relationship between emotion and susceptibility to misinformation. 39 eligible studies were reviewed. Results varied according to the type and dimension of emotion measured. Level of arousal may be unrelated to susceptibility to misinformation when retrieval occurs without delay; studies including delayed retrieval were limited. Stimuli valence may be associated with increased susceptibility to peripheral misinformation but unrelated to other misinformation. The following results were reported by limited studies: short-term distress and moderate levels of stress may decrease susceptibility, while anger and greater cortisol response to stress may increase susceptibility to misinformation. Source memory may also be unaffected by emotion. The results have important potential implications for forensic and clinical practice, for example by highlighting the value of enquiring witnesses' source memory. Methodological recommendations for future studies are made.
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Affiliation(s)
- Prerika R Sharma
- Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Melbourne, Australia
| | - Kimberley A Wade
- Department of Psychology, University of Warwick, Warwick, United Kingdom
| | - Laura Jobson
- Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Melbourne, Australia
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3
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Greene CM, Donnelly O, Garvin C, Murphy G. Investigating false memories among "winners" and "losers" in the prisoner's dilemma. Memory 2022; 30:1334-1348. [PMID: 36018782 DOI: 10.1080/09658211.2022.2115515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
ABSTRACTMany legal cases hinge on evaluating the veracity of two versions of events ("he said, she said"). Expert witnesses are often called upon to testify on the malleability of memory, most often testifying for the defence. This may lead to the theoretically unfounded assumption that it is only victims who are vulnerable to distorted memories of a crime. Inspired by this question, we conducted a series of five experiments in which 2010 participants played a novel version of the Prisoner's Dilemma. Participants could either betray their partner in the game ("winners") or be betrayed by their partner ("losers"). We exposed participants to misinformation concerning the other player's statements to assess whether winners and losers may be differentially susceptible to false memories of the event in question. Across our experiments, including where real financial rewards were at stake, we found that winners were just as susceptible as losers to memory distortion. We highlight the need to consider the possibility of faulty memory affecting all parties to in legal cases, though further research is needed beyond this highly artificial paradigm.
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Affiliation(s)
- Ciara M Greene
- School of Psychology, University College Dublin, Dublin, Ireland
| | - Oisín Donnelly
- School of Biomolecular and Biomedical Science, University College Dublin, Dublin, Ireland
| | - Chris Garvin
- School of Biomolecular and Biomedical Science, University College Dublin, Dublin, Ireland
| | - Gillian Murphy
- School of Applied Psychology, University College Cork, Cork, Ireland
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Sievwright O, Philipp M, Drummond A, Knapp K, Ross K. Misinformation effects in an online sample: results of an experimental study with a five day retention interval. PeerJ 2021; 9:e12299. [PMID: 34820164 PMCID: PMC8606120 DOI: 10.7717/peerj.12299] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Accepted: 09/21/2021] [Indexed: 11/20/2022] Open
Abstract
Traditional face-to-face laboratory studies have contributed greatly to our understanding of how misinformation effects develop. However, an area of emerging concern that has been relatively under-researched is the impact of misinformation following exposure to traumatic events that are viewed online. Here we describe a novel method for investigating misinformation effects in an online context. Participants (N = 99) completed the study online. They first watched a 10-min video of a fictional school shooting. Between 5 and 10 days later, they were randomly assigned to receive misinformation or no misinformation about the video before completing a recognition test. Misinformed participants were less accurate at discriminating between misinformation and true statements than control participants. This effect was most strongly supported by ROC analyses (Cohen's d = 0.59, BF10 = 8.34). Misinformation effects can be established in an online experiment using candid violent viral-style video stimuli.
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Affiliation(s)
- Olivia Sievwright
- School of Psychology, Massey University, Palmerston North, New Zealand
| | - Michael Philipp
- School of Psychology, Massey University, Palmerston North, New Zealand
| | - Aaron Drummond
- School of Psychology, Massey University, Palmerston North, New Zealand
| | - Katie Knapp
- Work-Learn Institute, University of Waterloo, Waterloo, Canada
| | - Kirsty Ross
- School of Psychology, Massey University, Palmerston North, New Zealand
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Anakwah N, Horselenberg R, Hope L, Amankwah‐Poku M, Koppen PJ. Cross‐cultural differences in eyewitness memory reports. APPLIED COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1002/acp.3637] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Nkansah Anakwah
- Department of Criminal Law and CriminologyMaastricht University Maastricht The Netherlands
- Department of PsychologyUniversity of Portsmouth Portsmouth UK
| | - Robert Horselenberg
- Department of Criminal Law and CriminologyMaastricht University Maastricht The Netherlands
| | - Lorraine Hope
- Department of PsychologyUniversity of Portsmouth Portsmouth UK
| | | | - Peter J. Koppen
- Department of Criminal Law and CriminologyMaastricht University Maastricht The Netherlands
- Department of Criminal Law and CriminologyVU University Amsterdam The Netherlands
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6
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Chan E, Paterson HM, van Golde C. The effects of repeatedly recalling a traumatic event on eyewitness memory and suggestibility. Memory 2018; 27:536-547. [PMID: 30319034 DOI: 10.1080/09658211.2018.1533563] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
The aims of this study were to examine the effects of repeatedly recalling a traumatic event on recall performance and eyewitness suggestibility. We also investigated whether these effects were moderated by the type of details recalled and the completeness of retrieval. Participants watched a video depicting a fatal car accident and were randomly allocated to one of four conditions in which they: (1) repeatedly recalled the traumatic (central) details of the event only (trauma-focused); (2) repeatedly recalled the non-traumatic (peripheral) details of the event only (non-trauma focused); (3) repeatedly recalled the entire video (complete); or (4) did not recall the video at all (no-recall control). Results indicated that repeated complete recall was beneficial for memory retention of the entire traumatic event and that, in general, trauma-related (central) post-event information (PEI) was less likely to be reported than trauma-unrelated (peripheral) PEI. It was also found that repeated trauma-focused recall increased trauma-related confabulations. These results not only illustrate the value of repeated complete recall to best preserve the integrity of eyewitness memory, but, perhaps more critically, warn of the dangers of repeatedly questioning witnesses specifically about the central or traumatic details of an event.
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Affiliation(s)
- Elisha Chan
- a School of Psychology , The University of Sydney , Sydney , Australia
| | - Helen M Paterson
- a School of Psychology , The University of Sydney , Sydney , Australia
| | - Celine van Golde
- a School of Psychology , The University of Sydney , Sydney , Australia
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Chae Y, Goodman M, Goodman GS, Troxel N, McWilliams K, Thompson RA, Shaver PR, Widaman KF. How children remember the Strange Situation: The role of attachment. J Exp Child Psychol 2017; 166:360-379. [PMID: 29024847 DOI: 10.1016/j.jecp.2017.09.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2016] [Revised: 06/21/2017] [Accepted: 09/05/2017] [Indexed: 10/18/2022]
Abstract
This study tested predictions from Bowlby's attachment theory about children's memory and suggestibility. Young children (3-5years old, N=88; 76% Caucasians) and their parents took part in the Strange Situation Procedure, a moderately distressing event and "gold standard" for assessing children's attachment quality. The children were then interviewed about what occurred during the event. Children's age and attachment security scores positively predicted correct information in free recall and accuracy in answering specific questions. For children with higher (vs. lower) attachment security scores, greater distress observed during the Strange Situation Procedure predicted increased resistance to misleading suggestions. In addition, for children who displayed relatively low distress during the Strange Situation Procedure, significant age differences in memory and suggestibility emerged as expected. However, for children who displayed greater distress during the Strange Situation Procedure, younger and older children's memory performances were equivalent. Findings suggest that attachment theory provides an important framework for understanding facets of memory development with respect to attachment-related information and that distress may alter assumed age patterns in memory development.
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Affiliation(s)
- Yoojin Chae
- Department of Human Development and Family Studies, Texas Tech University, Lubbock, TX 79409-1230, USA.
| | - Miranda Goodman
- Department of Psychology, Eckerd College, St. Petersburg, FL 33711, USA
| | - Gail S Goodman
- Department of Psychology, University of California, Davis, CA 95616, USA.
| | - Natalie Troxel
- Health Sciences Research Institute, University of California, Merced, CA 95353, USA
| | - Kelly McWilliams
- Department of Psychology, John Jay College of Criminal Justice, New York, NY 10019, USA
| | - Ross A Thompson
- Department of Psychology, University of California, Davis, CA 95616, USA
| | - Phillip R Shaver
- Department of Psychology, University of California, Davis, CA 95616, USA
| | - Keith F Widaman
- Graduate School of Education, University of California, Riverside, CA 92521, USA
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Smith KC, Multhaup KS, Ihejirika RC. From Eyewitness to Academic Contexts: Examining the Effect of Misinformation in First and Second Languages. APPLIED COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1002/acp.3352] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Kendra C. Smith
- Psychology Department; Davidson College; Davidson USA
- Department of Psychological & Brain Sciences; Washington University in St. Louis; St. Louis USA
| | | | - Rivka C. Ihejirika
- Psychology Department; Davidson College; Davidson USA
- NYU-HJD Orthopedic Surgery; New York USA
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Paz-Alonso PM, Goodman GS. Developmental Differences across Middle Childhood in Memory and Suggestibility for Negative and Positive Events. BEHAVIORAL SCIENCES & THE LAW 2016; 34:30-54. [PMID: 27117600 DOI: 10.1002/bsl.2239] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
In the present study, we investigated age differences in children's eyewitness memory and suggestibility for negative and positive events that children often experience during middle childhood. We first examined 216 ratings by children aged 8-12 years of the frequency and intensity of personal negative and positive experiences (Study 1). Based on those ratings, videotapes depicting the most frequent and intense negative (an accident) and positive (a family excursion) events were developed. A new sample of 227 children aged 8-12 years was tested for recognition memory of the videotapes using the three-stage post-event misinformation procedure (Study 2). Compared with 8- to 9-year-olds, 10- to 12-year-olds exhibited less memory malleability and less compliance with false information. Age improvements in recognition accuracy were also evident for children who watched the negative event, but not for those who watched the positive event. Compliance predicted misinformation effects, particularly in regard to peripheral details. Thus, using ecologically representative emotional events, age differences in suggestibility and memory accuracy emerged, especially for negative events.Theoretical and forensic implications concerning children's eyewitness memory and suggestibility are discussed. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
| | - Gail S Goodman
- Department of Psychology, University of California, Davis, CA
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Chae Y, Kulkofsky S, Debaran F, Wang Q, Hart SL. Low-SES Preschool Children's Eyewitness Memory: The Role of Narrative Skill. BEHAVIORAL SCIENCES & THE LAW 2016; 34:55-73. [PMID: 27117601 DOI: 10.1002/bsl.2242] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2016] [Revised: 03/27/2016] [Accepted: 03/27/2016] [Indexed: 06/05/2023]
Abstract
This study investigated the relation between narrative skill and eyewitness memory in young children from low-socioeconomic status (SES) communities. A total of 176 children aged 3-5 years were interviewed about a conflict event they witnessed. The quality of their narratives about the event and their ability to narrate a story from a picture book were examined in relation to memory of the event. Comprehensive measures of individual differences in vocabulary skill, adaptive language use, and behavioral characteristics were also administered. The results revealed that children who produced longer, more descriptive, and more cohesive narratives about the event recalled more accurate details and made fewer memory errors, independent of their language ability and behavioral characteristics. The quality of story narratives did not make any independent contributions to memory. Child's age was a robust predictor of memory for the event. Implications of the findings for understanding eyewitness memory in low-SES children are discussed. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
- Yoojin Chae
- Department of Human Development and Family Studies, Texas Tech University, Box 41230, Lubbock, TX, 79409
| | - Sarah Kulkofsky
- Department of Human Development and Family Studies, Texas Tech University, Box 41230, Lubbock, TX, 79409
| | - Francisco Debaran
- Department of Human Development and Family Studies, Texas Tech University, Box 41230, Lubbock, TX, 79409
| | - Qi Wang
- Department of Human Development, Cornell University, MVR Hall, Ithaca, NY, 14853
| | - Sybil L Hart
- Department of Human Development and Family Studies, Texas Tech University, Box 41230, Lubbock, TX, 79409
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Schaaf JM, Bederian-Gardner D, Goodman GS. Gating Out Misinformation: Can Young Children Follow Instructions to Ignore False Information? BEHAVIORAL SCIENCES & THE LAW 2015; 33:390-406. [PMID: 26294380 DOI: 10.1002/bsl.2195] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2015] [Revised: 06/28/2015] [Accepted: 06/28/2015] [Indexed: 06/04/2023]
Abstract
The current study investigated the effects of misinformation on children's memory reports after practice with the logic-of-opposition instruction at time of test. Four- and 6-year-old children participated in a play event in Session 1. During a two-week delay, parents presented their children with either misinformation or correct information about the play event. Prior to a memory interview in Session 2, some misled children were given a developmentally appropriate logic-of-opposition instruction to not report information provided by their parents. Results indicated that children were misled by the incorrect information, but that the logic-of-opposition instruction aided in the children's retrieval of the original memory, particularly for the 6-year-olds. Implications of the results for memory malleability and social demand effects in children are discussed.
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Affiliation(s)
- Jennifer M Schaaf
- Department of Psychology, University of North Carolina, Chapel Hill, NC, USA
| | | | - Gail S Goodman
- Department of Psychology, University of California, Davis, CA, USA
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Gittins CB, Paterson HM, Sharpe L. How does immediate recall of a stressful event affect psychological response to it? J Behav Ther Exp Psychiatry 2015; 46:19-26. [PMID: 25173079 DOI: 10.1016/j.jbtep.2014.07.006] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/15/2012] [Revised: 07/18/2014] [Accepted: 07/21/2014] [Indexed: 11/26/2022]
Abstract
BACKGROUND AND OBJECTIVES In forensic settings, individuals who experience a traumatic event are often encouraged to recall it soon afterwards to preserve their memory for it. Some theories of the development of post-traumatic stress disorder (PTSD) suggest that this may increase psychopathology. The primary aim of the study was to examine the effect of immediate recall of a trauma analogue video on psychopathology. METHOD Eighty-five undergraduate students were randomised to view a video of a car accident, described as either a real event (high stress) or training event (low stress). They then completed either the Self-Administered Interview (SAI©, Gabbert, Hope, & Fisher, 2009) or a filler task. All participants returned one week later to provide an account of the event. RESULTS As predicted, participants in the SAI early recall task condition remembered the video content better one week after seeing the video, shown both by their greater recall of correct details and greater rejection of misinformation. However, completing the SAI resulted in higher anxiety immediately afterwards, and more severe PTSD-like symptoms one week later, compared to control condition. PTSD intrusion-like symptoms also predicted more accurate recall, while avoidance predicted poorer memory. LIMITATIONS While the trauma analogue video used in this study has been previously used, and did effectively trigger post-traumatic-like symptoms, it is unclear how well these results generalise to actual trauma situations. CONCLUSIONS These results suggest the relationship between PTSD symptoms and memory might be more complex than previously recognised, with intrusive phenomena possibly promoting memory and avoidance symptoms compromising memory.
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Affiliation(s)
| | - Helen M Paterson
- School of Psychology, The University of Sydney, NSW, 2006, Australia.
| | - Louise Sharpe
- School of Psychology, The University of Sydney, NSW, 2006, Australia.
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McWilliams K, Harris LS, Goodman GS. Child maltreatment, trauma-related psychopathology, and eyewitness memory in children and adolescents. BEHAVIORAL SCIENCES & THE LAW 2014; 32:702-717. [PMID: 25537437 DOI: 10.1002/bsl.2143] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Revised: 10/02/2014] [Accepted: 10/09/2014] [Indexed: 06/04/2023]
Abstract
Two experiments were conducted to examine eyewitness memory in children and adolescents (9- to 15-years-old) with and without known histories of maltreatment (e.g., physical abuse, exposure to domestic violence). In Experiment 1, participants (N = 35) viewed a positive film clip depicting a congenial interaction between family members. In Experiment 2, participants (N = 31) watched a negative film clip in which a family argument was shown. Younger age and higher levels of trauma-related psychopathology significantly predicted commission errors to direct questions when the positive family interaction had been viewed, but not when the negative family interaction had been shown. Maltreatment history was not a significant unique predictor of memory performance for the positive or negative film clip. Implications for a scientific understanding of the effects of child maltreatment on memory are discussed.
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