Using contextual information to assess the accuracy of eye witness testimony

Miller, Ralph; Wasserman, Jessica; Polack, Cody; Casado, Cristal; BRUNEL, Maïté; El Haj, Mohamad

Type de document :

Autre communication scientifique (congrès sans actes - poster - séminaire...): Communication dans un congrès sans actes

URL permanente :

http://hdl.handle.net/20.500.12210/32183

Titre :

Using contextual information to assess the accuracy of eye witness testimony

Auteur(s) :

Miller, Ralph [Auteur]
Binghamton University [SUNY]
Wasserman, Jessica [Auteur]
Polack, Cody [Auteur]
Binghamton University [SUNY]
Casado, Cristal [Auteur]
BRUNEL, Maïté [Auteur]

Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
El Haj, Mohamad [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]

Titre de la manifestation scientifique :

Psychonomic Society

Ville :

Vancouver

Pays :

Canada

Date de début de la manifestation scientifique :

2017-11-09

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

Eyewitness testimony can play a crucial role in criminal cases. However, witness memory is fallible. Thus, techniques for assessing witness accuracy are needed. We examined the usefulness of witness recall of contextual ...
Lire la suite >Eyewitness testimony can play a crucial role in criminal cases. However, witness memory is fallible. Thus, techniques for assessing witness accuracy are needed. We examined the usefulness of witness recall of contextual information that might be known to the authorities in assessing the likely accuracy of witnesses in describing information unknown and of interest to the authorities. Participants viewed a video of a purse being stolen and were then asked questions about the perpetrator and context of the crime including who (bystanders), when (time of the crime), and where (location of the crime). Participants interrogated soon after witnessing the crime (n=54) exhibited better recall than those not questioned immediately but instead were interrogated for the first time after a 2-day retention interval (n=60). However, interrogation (without feedback) soon after viewing the video reduced forgetting over the 2-day retention interval. Thus, early interrogation can retard subsequent forgetting as suggested by the Testing Effect. Moreover, the quality of recall of the context was positively correlated with recall concerning the perpetrator, and questions concerning bystanders had the highest correlation with perpetrator recall.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille

Collections :

Équipe(s) de recherche :

Education & Société

Date de dépôt :

2020-09-14T10:33:20Z
2023-04-26T12:35:01Z

Numéro de version	Lien	Date de modification
3	20.500.12210/32183*	2023-04-26T12:23:20Z
1	20.500.12210/32183.1	2020-09-14T10:33:20Z

Using contextual information to assess the ...

BibTeX

CSV

Excel

RIS

Historique des modifications

Using contextual information to assess the ... BibTeX CSV Excel RIS

Historique des modifications

Using contextual information to assess the ...

BibTeX

CSV

Excel

RIS