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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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Eyewitness Memory01:22

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Eyewitness memory refers to the recollection of events by someone who has directly witnessed them, often serving as critical evidence in legal settings. This type of memory is commonly used in criminal cases where a witness describes details like a suspect's appearance, clothing, or behavior during a crime. However, despite its perceived reliability, eyewitness memory is prone to significant errors.
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Decision Making01:20

Decision Making

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Decision-making is a fundamental cognitive process that involves evaluating alternatives and selecting among them. This process can range from simple choices, such as deciding what to wear, to complex decisions, like choosing a major in college or a career path. The complexity of the decision often dictates the approach we use, which can be broadly categorized into two types: automatic and controlled decision-making.
Automatic decision-making is fast, intuitive, and relies on gut feelings...
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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Hindsight Biases01:12

Hindsight Biases

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Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
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Related Experiment Video

Updated: Jun 14, 2025

Holistic Facial Composite Creation and Subsequent Video Line-up Eyewitness Identification Paradigm
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Improving forensic examiner decision-making through deliberate practice.

Mohammed A Almazrouei1,2, Max Houck3

  • 1Center for Neurocognition and Behavior, Wu Tsai Institute, Yale University, New Haven, Connecticut, USA.

Journal of Forensic Sciences
|August 29, 2024
PubMed
Summary
This summary is machine-generated.

Forensic examiner decisions can be inconsistent. Deliberate practice elements like goal-setting, motivation, feedback, and repetition can improve forensic decision-making consistency and accuracy, reducing cognitive bias.

Keywords:
cognitive biasdeliberate practiceexpert performanceforensic decision‐makinginconsistencyworkplace stress

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Area of Science:

  • Forensic Science
  • Cognitive Psychology
  • Legal Decision-Making

Background:

  • Forensic examiner decisions are critical for legal proceedings.
  • Evidence shows subjectivity and inconsistency in forensic decision-making.
  • Cognitive biases and workplace stress can impact examiner performance.

Purpose of the Study:

  • To propose deliberate practice as a method to enhance consistency and accuracy in forensic decision-making.
  • To outline key elements of deliberate practice applicable to forensic examiners.
  • To address cognitive bias and stress management within forensic work.

Main Methods:

  • This commentary outlines four elements of deliberate practice: goal-setting, motivation, feedback, and repetition.
  • Examples are provided for applying these elements to forensic contexts.
  • The impact of missing feedback on skill development is discussed.

Main Results:

  • Consistent application of deliberate practice elements can lead to more reliable forensic decisions.
  • The absence of elements like timely feedback hinders examiner improvement.
  • This approach offers a structured method for enhancing examiner performance.

Conclusions:

  • Deliberate practice offers a framework for improving forensic examiner decision-making consistency and accuracy.
  • Addressing cognitive bias and stress through practice is crucial for the criminal justice system.
  • The principles may extend to other legal professionals, potentially improving broader legal system policies.