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Psychology
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PSY 102 Eyewitness Testimony. Psychology Essay/ Assigment

Essay Instructions:

Using the GCU library, search for two peer-reviewed journal articles on eyewitness testimony using the search term “memory and eyewitness testimony.” Read the articles, then in 750-1,000 words, do the following:
1. Briefly summarize the findings from each article.
2. Based upon the information read, discuss if eyewitness testimony is reliable or unreliable.
Connect your research to a memory theory discussed in Chapter 7 of your textbook.
When writing in APA style, it is important that your analysis is written in third person. Writing in third person, using support from the article to support your position, helps with clarity and conciseness throughout your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
GCU LIBRARY LINK:
https://eds-b-ebscohost-com(dot)lopes(dot)idm(dot)oclc(dot)org/eds/resultsadvanced?vid=1&sid=1f2843e6-84e2-4755-b1b5-5528d95414c5%40pdc-v-sessmgr03&bquery=memory+AND+eyewitness+testimony&bdata=JmNsaTA9RlQmY2x2MD1ZJmNsaTE9UlYmY2x2MT1ZJnR5cGU9MSZzZWFyY2hNb2RlPVN0YW5kYXJkJnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d
Textbook Link :
https://digital(dot)wwnorton(dot)com/59227

PSY 102 Eyewitness Testimony – Checklist for success
Instructions: Using the GCU library, search for two peer-reviewed journal articles on eyewitness testimony using the search term “memory and eyewitness testimony.” Read the articles, then in 750-1,000 words, do the following:
1. Briefly summarize the findings from each article.
2. Based upon the information read, discuss if eyewitness testimony is reliable or unreliable. 
Before you submit your assignment please make sure that you can answer yes to the following items. 
___ I prepared this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
___I completed a careful proofread of my paper. One great way to accomplish this is to read your paper out loud. 
___I included an introduction paragraph with a thesis statement. The thesis statement is the last sentence in the introduction paragraph and tells the reader exactly what the paper will be about. 
In order to earn excellent my thesis should be comprehensive and contain the essence of the paper. Thesis statement makes the purpose of the paper clear.
___For each article I included a brief summary of the findings that is clear, concise, and made connections to current research. I made the connection to research by including an in-text citation. (Please use a separate paragraph for each article). 
___ I discussed if eyewitness testimony is reliable or unreliable in a clear, concise manner, and made connections to current research. I made the connection to research by including an in-text citation. (This should be done in one paragraph). 
___ I included a conclusion paragraph and, in that paragraph, I re-stated my thesis.
___ I ensured that there is a sophisticated construction of paragraphs and transitions. My ideas progress and relate to each other. 
___ All sources are completely and correctly documented, in APA style, and format is free of error. For assistance citing sources in APA style please go to Purdue Owl. https://owl.english.purdue.edu/owl/
___I submitted my assignment to LopesWrite. My LopesWrite score is less than 20%. 

Essay Sample Content Preview:

Eyewitness Testimony
Student’s Name
Institutional Affiliation
Eyewitness Testimony
Eyewitness testimony implies an account that a person who witnessed an event provides. Such proofs are necessary in court cases because jurors can use them to convict or pardon suspected criminals. Understandably, researchers in human and cognitive memory find it an exciting area of study, given the possible implications for relying on eye witness evidence. While jurors focus on eyewitness testimony and find it reliable, research demonstrates that some psychological factors can affect eyewitness testimony (Grison & Gazzaniga, 2019). This paper uses findings from two peer-reviewed articles on the subject and Bartlett’s Reconstructive Memory theory to obtain insights into the topic.
Findings from Articles
To investigate the reliability of eyewitness testimony, researchers have carried out various experiments. In a study, researchers examined the likelihood of Interview-Identification-Eyewitnesses (I-I-Eye) aspects raising awareness to dependability of such proof applied in court rulings (Safer, Murphy, Wise, Bussey, Millet & Holfeld, 2016). They considered both the forensic and circumstantial evidence for a balanced analysis. Using the methodology of I-I-E, they randomly assigned participants to two groups and read a text with weak or strong testimonies (Safer et al., 2016). For the latter case, the investigators constantly followed appropriate procedures. The weak case never followed the procedures. The findings were puzzling: The eye witness contributors were thrice highly likely to return blameworthy rulings (Safer et al., 2016). Consequently, the model heightened the contributor’s awareness of eyewitness evidence. The researchers concluded that the method offers a critical analytical framework that judges can use to evaluate eyewitness evidence in court cases.
In another study, Larson, Goldfarb and Goodman (2015) questioned the reliability of using children as eyewitnesses in criminal cases. They observed that children are increasingly being requested to participate in contexts that undermine their welfare. The researchers were interested in aspects such as reliability of the testimonies, interview techniques, religion-related misuse, and prosecution delays. Undeniably, children can be predisposed to misinformation as they can be manipulated. As such, the courts may rely on the wrong information that the children can replicate in memory reports. Perhaps children can be instructed to ignore inaccurate information that can enhance their memory quality (Larson et al, 2015). The researchers interviewed children aged between four and six years participating in an engaging event. For experimental manipulation, they did not expose them to post-occurrence misinformation at first. Later, they introduced variables such as exposure to misinformation and predetermined instruction. The findings suggested that the reliability of children as eyewitnesses can be enhanced by explicitly instructing children to ignore wrong post-event messages (Larson e...
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