Classic Study: Loftus and Palmer (1974)

Question 1

What were the aims of Loftus and Palmer’s study?

Answer 1

• To investigate the accuracy we remember the detail of a complex event, like a traffic accident
• To test the hypothesis that the language used in eye witness testimonies can alter memory, specifically the role of leading questions

Question 2

Who were used in the sample?

Answer 2

45 American students

Question 3

What type of method was used?

Answer 3

Lab

Question 4

Briefly describe the procedure of Loftus and Palmer

Answer 4

• 45 American students were split into 5 groups
• They were shown 7 clips of 5-30 seconds each of a staged traffic accident that were taken from the Evergreen Safety Council and Seattle Police
• After watching the clips the ppts received a questionnaire asking them to give an account of the accident as if they were an eye witness
• They were then asked the critical question of: “About how fast were the cars going when they hit each other?”
• The verb hit would be swapped with smashed, collided, bumped, or contacted depending on the condition the experimental group were in
• The clips were counterbalanced as the order was different for each group

Question 5

What was the IV and DV of the first study?

Answer 5

IV = the verb used in the critical question (smashed, collided, bumped, hit, contacted)
DV = the estimated speed of the car in mph

Question 6

What were the results of Loftus and Palmer’s first study?

Answer 6

Smashed - 40.5 mph
Collided - 39.3 mph
Bumped - 38.1 mph
Hit - 34.0 mph
Contacted - 31.8 mph

Question 7

Describe the conclusion of Loftus and Palmer’s first study.

Answer 7

• The verb used in the critical question influenced the speed estimate
• The more powerful verbs that suggested higher speeds before impact received higher estimates

Question 8

What 2 reasons did Loftus suggest could be the reason for why leading questions affect memory?

Answer 8

1) Distortion - the verbal label attached to the event could have led to the ppt cognitively changing their memory through re-evaluation of what they already know
2) Response bias - a type of demand characteristic whereby the ppt is not sure of the exact speed and therefore adjusts their estimates to fit in with the expectations of the questions

Question 9

What were the aims of Loftus’s follow up experiment?

Answer 9

• To investigate the origin of the different speed estimates

- To investigate whether estimates were due to demand characteristics of response bias or memory alteration

Question 10

Who were used in the sample of the second study?

Answer 10

150 students

Question 11

What type of method was used in Loftus’s second study?

Answer 11

Lab

Question 12

Briefly describe the procedure of the second part of this classic study.

Answer 12

• 150 students were split into 3 equal groups
• They were shown a 1 min film of a multiple car accident that lasted 4 seconds
• At the end they were given a questionnaire asking them to describe the accident and then answer 10 questions about it that were asked in a random order
• They were asked the critical question of: “About how fast were the cars going when they hit each other?”
• The verb was changed to smashed or hit, for two conditions, the third were not asked for a speed estimate
• 1 week later the ppts returned and were asked: “Did you see any broken glass?” even though there wasn’t any

Question 13

What was the IV and DV of the second study?

Answer 13

IV = whether they were asked if the car smashed, hit, or weren't asked at all
DV = the speed estimate and whether or not they answered yes/no to there being any broken glass

Question 14

What were the quantitative results of Loftus’s second study?

Answer 14

Smashed - 16 said YES, 34 said NO
Hit - 7 said YES, 43 said NO
Control - 6 said YES, 44 said NO

Question 15

Were the results significant?

Answer 15

Yes because those who estimated speed in smashed condition averaged 10.46 mph whereas those in hit averaged 8 mph which is significant due to t(98) and having a difference of 2 at p<0.05.

Question 16

Describe the conclusion of the second study.

Answer 16

• The smashed condition had the highest amount of people responding yes and lowest amount responding no
• This suggests that people in the smashed condition assumed there would be broken glass if they could not recall any themselves

Question 17

Evaluate the generalisablity using a low point.

Answer 17

P - Low
E - Sample of 45 American students in first study who were around the same age
E - This an ethnocentric and age- locked sample which is therefore not representative of wider population such as middle aged people who live in other parts of the world

Question 18

Evaluate the reliability using 2 high points.

Answer 18

P - High
E - Standardised procedure of showing 7 5-30 second films of a staged car accident
E - Easy to replicate and test for consitency
P - High
E - Data gathered was quantitative and measurable due to an estimate of car speed in mph
E - Easy to compare if study was repeated

Question 19

Are there any applications?

Answer 19

P - Yes
E - Found that smashed resulted in an estimate of 40mph whereas hit was 34mph in first study, showing how leading questions can alter memory if something is suggested even if it didn’t happen
E - Therefore should advise police for interviewing witnesses to avoid asking questions about things the witness hasn’t mentioned so that their testimony is more accurate

Question 20

Evaluate validity using 2 low points.

Answer 20

P - Low ecological
E - Ppts watched 7 5-30 second films of a staged car accident
E - This does not represent a real life event as attention and emotional engagement of the witness would be different due to not already focusing on where the event would take place
P - Low
E - 45 American students used in the sample were psychology students participating in lab based research that they would be familiar with and so would guess the aims
E - Therefore they may show DCs which would not accurately reflect real life EWTs

Question 21

Evaluate a good and bad ethical consideration point.

Answer 21

P - Good
E - The 7 5-30 second films were of staged accidents
E - Therefore this would be less distressing for the ppts and so they would be protected from psychological harm
P - Bad
E - There were elements of deception due to the leading questions
E - Therefore ppts were lied to