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| Description | This assignment asks students to read and watch resources about memory and eyewitness testimony. Students then must answer questions about why multiple eyewitnesses may have conflicting statements. Students must also suggest policies for taking eyewitness statements. | |||
| Type of Resource | Assignment/Activity (Non-Laboratory/Non-Hands on Activity) | |||
| Format | Word Document - DOC | |||
| Author |
Katie Wilkinson, San Jose State University
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| Development Date | November 3, 2014 | |||
| Grade/Age Levels |
Undergraduate lower division (Grades 13-14) Undergraduate upper division (Grades 15-16) |
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| Pedagogies | ||||
| Learning Time | 2-3 hours | |||
| Language | English | |||
| Type of Review | Reviewed By LifeSciTRC Board | |||
| Review Date | April 9, 2015 | |||
| Funding Source | None | |||
| Keywords | ||||
| Suggested Use | ||||
This classroom activity, Neuroscience & Society: How Reliable is Eyewitness Testimony?, captures student attention by drawing on a current event, the shooting of an unarmed black teenager, Michael Brown, by a white police officer in Ferguson, Missouri in the summer of 2014.. Through a series of class and group readings, students are introduced to problems with the reliability of eyewitness testimony. Class readings include eyewitness statements compiled for PBS Newshour and a TED talk on memory by Elizabeth Loftus. Groups of students read additional articles outside the classroom on the mechanism of memory formation by the brain, the use of police body cams, and the reliability of eyewitness testimony. They report their findings to the class. Students then apply their knowledge to a series of questions regarding memory and eyewitness testimony. The activity provides students with an opportunity to apply the process of science and to examine firsthand the relationship between science and society.
—cindy surmacz, Bloomsburg University
This activity refers to a well-known current event to demonstrate how memories, perception and opinions are formed and influence human behavior. The brain mechanisms involved in memory formation can be coupled to this activity to generate a greater impact upon student learning. I expect to use it in my upper level undegraduate classes in anticipation of much student participation in class discussion!
—Nuran Kumbaraci, Stevens Institute of Technology
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