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Cognition and BehaviourMemoryReconstructive MemoryEyewitness TestimonyApplication

AQA GCSE · Question 05 · Cognition and Behaviour

Read the following information.

A police officer is reading the statements of two eyewitnesses. Both statements describe the same robbery committed by one person in a local shop.

The first eyewitness described the robber as being a male, in his late teens, wearing a red hoodie and not carrying a weapon.

The second eyewitness described the robber as being a male with a facial scar, in his late-twenties, wearing a red T-shirt and carrying a knife.

Use your knowledge of the theory of reconstructive memory to explain why each eyewitness gave different descriptions of the same robber.

How to approach this question

1. Start by stating the core concept of reconstructive memory theory (memory is not a recording but a reconstruction). 2. Define the key term 'schema' and explain how individual schemas can differ. 3. Apply the concept of schemas to the scenario. Explain how one witness's schema for a 'robber' might have led them to 'remember' a scar or a knife (confabulation). 4. Apply other concepts from the theory, such as rationalisation, to explain other discrepancies (e.g., hoodie vs. T-shirt). 5. Link the differences in the statements directly to the theory, using terminology like 'reconstruction', 'schemas', 'confabulation', and 'rationalisation'. 6. You could also bring in related concepts like weapon focus to explain why one witness might have focused on a knife while the other did not.

Full Answer

The theory of reconstructive memory, proposed by Bartlett, can explain the differences in the eyewitness statements. This theory suggests that memory is not a perfect recording of events but is an active reconstruction influenced by our schemas. Schemas are mental frameworks of beliefs and expectations developed from experience. Each eyewitness will have different schemas, which could lead to different interpretations and recall of the event. For example, the second eyewitness might have a schema for 'robber' that includes features like scars and weapons. When recalling the event, their memory may have filled in these details to fit their schema, even if they weren't actually present. This is called confabulation. The first eyewitness might have a different schema, or their attention might have been focused elsewhere. Their description of a 'red hoodie' versus a 'red T-shirt' could be an example of rationalisation, where the memory is altered to make more sense to the individual. Perhaps they associate young men in hoodies with crime. Furthermore, the stress of the event could have affected their perception and memory. The second eyewitness's mention of a knife could be due to 'weapon focus', where the presence of a weapon draws attention away from other details like the robber's face or exact age, leading to less accurate recall of those features. The first witness may not have seen a weapon, allowing them to focus more on clothing and age, although their recall is still subject to schema-based errors.
Reconstructive memory theory posits that our memories are not passive recordings but are actively built from pieces of information, with our schemas filling in the gaps. In this scenario, the two eyewitnesses have different schemas based on their life experiences. The second witness's schema of a 'robber' might include stereotypical features like scars and knives. Their brain may have unconsciously added these details during recall to create a more complete and coherent memory, a process known as confabulation. The first witness's schema might be different, leading to a different reconstruction. The discrepancy between a 'hoodie' and a 'T-shirt' could be a simple error or a rationalisation based on their schema of a 'teenager'. This demonstrates how memory is subjective and prone to distortion.

Common mistakes

Simply describing the theory without applying it to the specific details of the scenario. Not using the correct terminology (schemas, confabulation, etc.). Providing a common-sense explanation without linking it to psychological theory.

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