This is “Remembering and Judging”, chapter 8 from the book Beginning Psychology (v. 1.0).
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In 1984 Jennifer Thompson was a 22-year-old college student in North Carolina. One night a man broke into her apartment, put a knife to her throat, and raped her. According to her own account, Ms. Thompson studied her rapist throughout the incident with great determination to memorize his face. She said:
I studied every single detail on the rapist’s face. I looked at his hairline; I looked for scars, for tattoos, for anything that would help me identify him. When and if I survived.
Ms. Thompson went to the police that same day to create a sketch of her attacker, relying on what she believed was her detailed memory. Several days later, the police constructed a photographic lineup. Thompson identified Ronald Cotton as the rapist, and she later testified against him at trial. She was positive it was him, with no doubt in her mind.
I was sure. I knew it. I had picked the right guy, and he was going to go to jail. If there was the possibility of a death sentence, I wanted him to die. I wanted to flip the switch.
As positive as she was, it turned out that Jennifer Thompson was wrong. But it was not until after Mr. Cotton had served 11 years in prison for a crime he did not commit that conclusive DNA evidence indicated that Bobby Poole was the actual rapist, and Cotton was released from jail. Jennifer Thompson’s memory had failed her, resulting in a substantial injustice. It took definitive DNA testing to shake her confidence, but she now knows that despite her confidence in her identification, it was wrong. Consumed by guilt, Thompson sought out Cotton when he was released from prison, and they have since become friends (Innocence Project, n.d.; Thompson, 2000).Innocence Project. (n.d.). Ronald Cotton. Retrieved from http://www.innocenceproject.org/Content/72.php; Thompson, J. (2000, June 18). I was certain, but I was wrong. New York Times. Retrieved from http://faculty.washington.edu/gloftus/Other_Information/Legal_Stuff/Articles/News_Articles/Thompson_NYT_6_18_2000.html
Picking Cotton: A Memoir of Injustice and Redemption
Although Jennifer Thompson was positive that it was Ronald Cotton who had raped her, her memory was inaccurate. Conclusive DNA testing later proved that he was not the attacker. Watch this book trailer about the story.
Jennifer Thompson is not the only person to have been fooled by her memory of events. Over the past 10 years, almost 400 people have been released from prison when DNA evidence confirmed that they could not have committed the crime for which they had been convicted. And in more than three-quarters of these cases, the cause of the innocent people being falsely convicted was erroneous eyewitness testimony (Wells, Memon, & Penrod, 2006).Wells, G. L., Memon, A., & Penrod, S. D. (2006). Eyewitness evidence: Improving its probative value. Psychological Science in the Public Interest, 7(2), 45–75.
Watch this video for Lesley Stahl’s 60 Minutes segment on this case.
The two subjects of this chapter are memoryThe ability to store and retrieve information over time., defined as the ability to store and retrieve information over time, and cognitionThe processes of acquiring and using knowledge., defined as the processes of acquiring and using knowledge. It is useful to consider memory and cognition in the same chapter because they work together to help us interpret and understand our environments.
Memory and cognition represent the two major interests of cognitive psychologists. The cognitive approach became the most important school of psychology during the 1960s, and the field of psychology has remained in large part cognitive since that time. The cognitive school was influenced in large part by the development of the electronic computer, and although the differences between computers and the human mind are vast, cognitive psychologists have used the computer as a model for understanding the workings of the mind.
Although cognitive psychology began in earnest at about the same time that the electronic computer was first being developed, and although cognitive psychologists have frequently used the computer as a model for understanding how the brain operates, research in cognitive neuroscience has revealed many important differences between brains and computers. The neuroscientist Chris Chatham (2007)Chatham, C. (2007, March 27). 10 important differences between brains and computers. Developing Intelligence. Retrieved from http://scienceblogs.com/developingintelligence/2007/03/why_the_brain_ is_not_like_a_co.php provided the list of differences between brains and computers shown here. You might want to check out the website and the responses to it at http://scienceblogs.com/developingintelligence/2007/03/why_the_brain_is_not_ like_a_co.php.
We will begin the chapter with the study of memory. Our memories allow us to do relatively simple things, such as remembering where we parked our car or the name of the current president of the United States, but also allow us to form complex memories, such as how to ride a bicycle or to write a computer program. Moreover, our memories define us as individuals—they are our experiences, our relationships, our successes, and our failures. Without our memories, we would not have a life.
At least for some things, our memory is very good (Bahrick, 2000).Bahrick, H. P. (2000). Long-term maintenance of knowledge. In E. Tulving & F. I. M. Craik (Eds.), The Oxford handbook of memory (pp. 347–362). New York, NY: Oxford University Press. Once we learn a face, we can recognize that face many years later. We know the lyrics of many songs by heart, and we can give definitions for tens of thousands of words. Mitchell (2006)Mitchell, D. B. (2006). Nonconscious priming after 17 years: Invulnerable implicit memory? Psychological Science, 17(11), 925–928. contacted participants 17 years after they had been briefly exposed to some line drawings in a lab and found that they still could identify the images significantly better than participants who had never seen them.
Figure 8.1 Kim Peek
Kim Peek, the subject of the movie Rain Man, was believed to have memorized the contents of more than 10,000 books. He could read a book in about an hour.
Source: Photo courtesy of Darold A. Treffert, MD, and the Wisconsin Medical Society, http://commons.wikimedia.org/wiki/File:Peek1.jpg.
For some people, memory is truly amazing. Consider, for instance, the case of Kim Peek, who was the inspiration for the Academy Award–winning film Rain Man (Figure 8.1 "Kim Peek" and Note 8.5 "Video Clip: Kim Peek"). Although Peek’s IQ was only 87, significantly below the average of about 100, it is estimated that he memorized more than 10,000 books in his lifetime (Wisconsin Medical Society, n.d.; “Kim Peek,” 2004).Wisconsin Medical Society. (n.d.). Retrieved from http://www.wisconsinmedicalsociety.org/_SAVANT/_PROFILES/kim_peek/_media/video/expedition/video.html; Kim Peek: Savant who was the inspiration for the film Rain Man. (2009, December 23). The Times. Retrieved from http://www.timesonline.co.uk/tol/comment/obituaries/article6965115.ece The Russian psychologist A. R. Luria (2004)Luria, A. (2004). The mind of a mnemonist: A little book about a vast memory. Cambridge, MA: Harvard University Press. has described the abilities of a man known as “S,” who seems to have unlimited memory. S remembers strings of hundreds of random letters for years at a time, and seems in fact to never forget anything.
You can view an interview with Kim Peek and see some of his amazing memory abilities at this link.
In this chapter we will see how psychologists use behavioral responses (such as memory tests and reaction times) to draw inferences about what and how people remember. And we will see that although we have very good memory for some things, our memories are far from perfect (Schacter, 1996).Schacter, D. L. (1996). Searching for memory: The brain, the mind, and the past (1st ed.). New York, NY: Basic Books. The errors that we make are due to the fact that our memories are not simply recording devices that input, store, and retrieve the world around us. Rather, we actively process and interpret information as we remember and recollect it, and these cognitive processes influence what we remember and how we remember it. Because memories are constructed, not recorded, when we remember events we don’t reproduce exact replicas of those events (Bartlett, 1932).Bartlett, F. C. (1932). Remembering. Cambridge, MA: Cambridge University Press.
In the last section of the chapter we will focus primarily on cognition, with a particular consideration for cases in which cognitive processes lead us to distort our judgments or misremember information. We will see that our prior knowledge can influence our memory. People who read the words “dream, sheets, rest, snore, blanket, tired, and bed” and then are asked to remember the words often think that they saw the word sleep even though that word was not in the list (Roediger & McDermott, 1995).Roediger, H. L., & McDermott, K. B. (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(4), 803–814. And we will see that in other cases we are influenced by the ease with which we can retrieve information from memory or by the information that we are exposed to after we first learn something.
Although much research in the area of memory and cognition is basic in orientation, the work also has profound influence on our everyday experiences. Our cognitive processes influence the accuracy and inaccuracy of our memories and our judgments, and they lead us to be vulnerable to the types of errors that eyewitnesses such as Jennifer Thompson may make. Understanding these potential errors is the first step in learning to avoid them.