Misleading suggestions can impair eyewitnesses' ability to remember event details.статья из журнала
Аннотация: The hypothesis that misleading suggestions can impair recollection was supported in a study inspired by Jacoby and Kelley's (1988) logic of and Lindsay and Johnson's (1989a) hypotheses about source memory. Tendency to report suggested details was set in opposition to ability to remember their source by telling subjects not to report anything from the narrative. Conditions were manipulated so that in the high- but not the low-discriminability condition it was easy to remember the suggestions and their source. At test, subjects were told (truthfully) that any information in the narrative relevant to the questions was wrong. Suggested details were more often reported on misled than control items in the low- but not the high-discriminability condition, yet suggestions impaired accurate recall of event details in both conditions. Loftus and her colleagues (e.g., Loftus, Miller, & Burns, 1978) developed a three-stage procedure for studying eyewitnesses' susceptibility to misleading suggestions. Subjects first view a visual event, then receive verbal information that includes misleading suggestions about details in the event, and then take a test of memory for those details. For example, subjects might view a slide sequence that includes a photograph of a man holding a hammer; some subjects would later read a narrative description of the event which mentions that the man was holding a wrench, whereas others would read a narrative that does not mention the kind of tool (McCloskey & Zaragoza, 1985a). In the standard suggestibility test, subjects are later asked whether they saw a hammer (the event detail) or a wrench (the suggested detail) in the slides. Subjects more often err on misled items (i.e., event details about which misleading suggestions were given) than on control items. This phenomenon is well-established, but its interpretation is not. Two issues have been debated: (a) whether suggestions impair subjects' ability to remember event details and (b) whether subjects actually believe they saw the suggested details. Each of these issues is reviewed below.
Год издания: 1990
Авторы: D. Stephen Lindsay
Издательство: American Psychological Association
Источник: Journal of Experimental Psychology Learning Memory and Cognition
Ключевые слова: Memory Processes and Influences, Visual and Cognitive Learning Processes, Intelligent Tutoring Systems and Adaptive Learning
Открытый доступ: closed
Том: 16
Выпуск: 6
Страницы: 1077–1083