Cognitive - Classic Evidence: Loftus and Palmer

Question 1

Methodology

Answer 1

> 2 experiments
conducted in a laboratory
independent groups design
Experiment 1 = 45 student
Experiment 2 = 150 student

Question 2

Procedures - Experiment 1

Answer 2

> shown 7 clips of diff traffic accidents
length - 5-30s
after- received questionnaire - give account of the accident, series of specific questions
critical question ‘About how fast were the cars going when they ___ each other?’ - Verb varied from group to group
-hit, smashed, collided, bumped, contacted

Question 3

Procedures - experiment 2

Answer 3

Investigated whether leading questions bias a person’s response or alter the memory that is stored
Part 1 -
>shown film of multiple crashes. 4s
>asked set and critical question about speed
>3 groups, 50 participants
smashed,hit. control- not exposed to question
Part 2 -
>week later - return and asked further questions
>critical question ‘Did you see any broken glass?’ - there was no broken glass
those who thought it traveled faster might expect glass

Question 4

Findings - Experiment 1

Answer 4

> Group with the word ‘smashed’ estimated a higher speed than other groups - 40.8mph
contacted, estimated the lowest speed - 31.8mph

Question 5

Findings - Experiment 2

Answer 5

Part 1 -
Smashed - gave higher speed estimate
Part 2 -
smashed participants more than twice as likely to report seeing broken glass.
1 - 16
2- 7
3 - 6

Question 6

Conclusions

Answer 6

> form of a question can affect a witness’s answer
explanations by Loftus and Palmer for this result -
1. response-bias factors - critical wordk influence response
2. the memory representation is altered - critical word changed memory so perception is affected

leading questions alter memory

Question 7

Evaluate methodology - controlled experiment

Answer 7

advantage - experimental research = demonstrates a causal relationship
> by deliberately manipulating IV we can see the causal effect on DV and can draw causal conclusion.
>laboratory confounding variables are carefully controlled so any change in DV is due to IV not other factors

Question 8

Evaluate procedures - ecological validity

Answer 8

> film clips - not the same as witnessing a real accident = don’t take the tesk seriously, not emotionally aroused. = findings don’t represent real life - lack ecological validity
E - Foster et al (1994) - thought it was real robbery, thought responses would influence trial = identification of robber more accurate

Question 9

Evaluate methodology - the sample

Answer 9

P - US college students. Other groups may be affected more.
Ex - may be age diff = studies found, elderly difficulty remembering the source of info
E - more prone to effect of misleading info

Question 10

Evaluate ethical - lack of valid consent

Answer 10

P - didn’t gain valid consent
E - if were aware of aims it would’ve affected behaviour
E - aware of leading questions, more careful in responses
L - behaviour doesn’t reflect EWT in everyday life

Question 11

Evaluate ethical - psychological harm

Answer 11

P - didn’t witness real accident= may not responded in way EWT in real accident

> alternative - show real = distressing leading to psychological harm

L - study avoided the ethical issue