The observer as reporter: A survey of the 'psychology of testimony'.

Whipple, Guy Montrose

doi:10.1037/h0071084

Cited by 105 publications

(58 citation statements)

References 7 publications

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“…Much of the research in this area has indicated that when people are forced to answer specific questions, rather than to report freely, their reports are more complete but less accurate (Cady, 1924;Gardner, 1933;Marquis, Marshall & Oskamp, 1972;Marston, 1924;Whipple, 1909). Furthermore, the accuracy of an answer to a specific question can be noticeably influenced by the wording of the question itself.…”

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confidence: 99%

Eyewitness testimony: The influence of the wording of a question

Loftus

Zanni

1975

Bull. Psychon. Soc.

229

131

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respo~ses of female mice to male urine odors. Physiology and BehaVIor, 1970, 5, 407- Two experiments are reported in which subjects viewed a film of an automobile accident and then answered questions about events occurring in the film. Relative to questions containing an indefinite article (e.g., Did you see a broken headlight?), questions which contained a definite article (e.g., Did you see the broken headlight?) produced (1) fewer uncertain or "I don't know" responses, and (2) more "recognition" of events that never, in fact, occurred. The results, which are consistent with the view that questions asked subsequent to an event can cause a reconstruction in one's memory of that event, have important implications for courtroom practices and eyewitness investigations.

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confidence: 99%

Eyewitness testimony: The influence of the wording of a question

Loftus

Zanni

1975

Bull. Psychon. Soc.

229

131

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“…We briefly review each area of inquiry. Binet (1900, as cited in Fancher, 1996Whipple, 1909) was apparently the first researcher to systematically examine conformity and the influence of other people's suggestions on the behavior of individual children. He developed a line judgment task in which children were asked to judge whether a line was the same length as several comparison lines.…”

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Explorations in the social contagion of memory

2002

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Experiments 1-3 were based on a master's thesis by M.L.M. conducted under supervision of H.L.R. We thank David A. Balota and Alan J. Lambert, the other members of the committee, for their advice and comment. We also thank Patrick O. Dolan, David A. Gallo, Larry L. Jacoby, Stephanie C. Lee, Elizabeth J. Four experiments examined social influence on the development of false memories. We employed the social contagion paradigm: A subject and a confederate see scenes and then later take turns recalling items from the scenes, with the confederate erroneously reporting some items that were not present in the scenes; on a final test, the subject reports these suggested items when instructed to recall only items from the scenes.The first two experiments showed that the social contagion effect persisted when subjects were explicitly warned about the possibility that confederates' responses might induce false memories and when they were tested via source-monitoring tests that explicitly gave the choice of attributing suggested items to the other person. Levels of false recall and recognition increased with the number of times the misleading information was suggested (Experiment 3), and subjects were more likely to incorporate the erroneous responses of an actual confederate on a recognition/source test as compared with those of a simulated confederate (Experiment 4). Collectively, the data support the claim that false memories may be transmitted between people and reveal critical factors that modulate the social contagion of memories.

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“…It was used in its broadest sense, referring generally to 'that function which strives to bring to reproduction present or past reality through the activity of human consciousness' (Stern, 1903-1906my transl.). Thus, neither the term 'report' (Whipple, 1909) nor 'testimony' seem wholly adequate translations although I have used the latter terms interchangeably, at least when referring to eyewitness statements in legal contexts. The title page of his newly founded journal, the Beiträge, states this broad conception of Aussage even more clearly: 'Contributions to the Psychology of Testimony.…”

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confidence: 99%

Lessons from the origins of eyewitness testimony research in Europe

Sporer

2008

Applied Cognitive Psychology

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SUMMARYAfter 100 years of research I look back at the beginnings of the psychology of eyewitness testimony to assess the 'progress' researchers have made. Specifically, I review the origins of (experimental) psychological research at the first three decades of the 20th century in Central Europe which quickly expanded around the world. Both eyewitness errors (e.g. due to suggestive questioning) as well as intentional distortions of the truth (lies) were thoroughly studied at that time. An eyewitness statement was considered a joint product of cognitive factors and of interrogation. It is argued that many of the central issues that are at the focus of study today had already been addressed in this early period, perhaps even with a broader scope than much contemporary writing. At the end, I propose an integrative model of the psychology of testimony that may help to organise past and future research. Ten theses that address unresolved issues and suggestions for solutions after 100 years of research are outlined.

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The observer as reporter: A survey of the 'psychology of testimony'.

Cited by 105 publications

References 7 publications

Eyewitness testimony: The influence of the wording of a question

Eyewitness testimony: The influence of the wording of a question

Explorations in the social contagion of memory

Lessons from the origins of eyewitness testimony research in Europe

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