We all ____ that we will never find ____ a victim of, or witness to, a ____. But if we were, how confident are we that we would correctly identify the ____, or even remember ____ exactly what happened? My name is Graham Pike. I'm a ____ of forensic cognition here at the Open University’s Department of Psychology. I teach and research in the area of forensic psychology for ____ expertise in eyewitness memory. Eyewitness testimony is a particularly ____ area for several reasons. One of those reasons is the outcome of eyewitness ____ can be very important. If an eyewitness ____ someone then an ____ person can be sent to prison. One of the other ____ with it is the difference ____ everyday cognition, so how our brains work in everyday situations and how they work in the very special ____ of seeing the crime. So ____ experience for how our mind works is usually ____ positive, we recognize our family and ____ without any problems, we remember what we’re supposed to be doing, our ____ tend to work, it’s only remembering quite difficult ____ we find problematic. But when it ____ to a situation where you've seen ____ who’s unfamiliar, for ____ a few seconds maybe, in a very stressful situation, in a scenario that's very ____ to you, then we’re not so good at ____ able to recognize that person, in fact we’re ____ bad and we find it very difficult to ____ the events. Even the order that they ____ in can be something that we really struggle with. So eyewitnesses tend to make a lot of ____. But importantly they don’t ____ that they’re making them Testing the ____ of eyewitness testimony is ____ quite difficult. It’s very hard to ____ exactly the situation that would happen in a court. For ____, what we can't do is commit really violent ____ in front of research participants ____ it would be unethical. We also can't introduce something called ‘consequentiality’. Now that refers to the consequences of a decision that's taken. So the ____ in a court are really profound. What an eyewitness says can lead to ____ being convicted, to somebody walking free who ____ the crime. There's no way really of ____ that in a research setting. Graham ____ with the Greater ____ Police on a fascinating ____ series that explored the issues around eyewitness behaviour through experiments, and by ____ convincing mock crimes in ____ of a group of volunteers. The series, called ____, revealed some intriguing insights into how our ____ work, and some of the common errors that ____ can make. As a ____ of human memory we actually ____ a piece of, kind of, ____ art to our eyewitnesses and asked them to ____ it, asked them to say, kind of, ____ it reminded them of. “You ____ say it was fan-like in its shape.” “You got, like, the spokes. It could be ____ a bicycle wheel.” A few weeks ____ we then got them to draw, from ____, that piece of art and what we found was that ____ than replicate the piece of art, what the ____ tended to do was replicate what they'd said it ____ like. So if the person had said, “Well it kind of ____ me of a bicycle wheel,” then ____ they drew was a bicycle wheel. So what they'd done was ____ that piece of modern art as what it reminded them of, but then ____ it in terms of that, so not exactly how it looked, but what it ____ them of. And it was that that they reproduced.

45 Part 1: Eyewitness research

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