Cognitive Research

Question 1

Methodology

Answer 1

Two lab experiments

Independent groups design

Exp 1: 45 students
Exp 2: 150 students

Question 2

Procedures: Experiment 1

Answer 2

P’s shown 7 clips of traffic accidents

Received questionnaire and given questions about the scenes

Key question: How fast were the cars going when they _____ each other?

•Hit
•Smashed
•Bumped
•Collided
•Contacted

Question 3

Procedures: Experiment 2

Answer 3

Investigating whether leading questions bias a persons response

Part 1:

P’s shown film of multiple car crash, and asked variations of critical question in 3 groups

Group1: Smashed
Group 2: Hit
Group 3: Control group, no question

Part 2:

A week later P’s called back

Asked: Did you see any broken glass?

None in the film, but it was presumed those with ‘smashed’ may say yes

Question 4

Findings Experiment 1

Answer 4

Group given ‘smashed’ estimated highest speed (40.8)

Group given ‘contacted’ estimated lowest speed (31.8)

Question 5

Findings Experiment 2

Answer 5

Those given ‘smashed’ were more likely to say yes to glass (16)

Those given ‘hit’ were less likely to say yes to glass (7)

Question 6

Conclusions

Answer 6

Leading questions CAN alter memory of an event

Two explanations:

Response bias factors - Different speed estimates are due to critical word influencing a persons response

Memory representation altered - Critical word changes perception of incident and can make it seem more serious

Question 7

Methodology/ Procedures evaluation

Answer 7

-Lacks ecological validity as clips fake

-No informed consent as P’s unaware being given leading Q’s, which would have made more carefully consider answers

-This all means not accurate of EWT in everyday life

-However, was deception necessary to give understanding on inaccuracies of EWT