Core studies - Cognitive Psychology - Loftus and Palmer Study

Question 1

Aim

Answer 1

To investigate the effects of leading questions on an individual’s ability to accurately recall events

Question 2

Research method

Answer 2

• 2 experiments were conducted
• Laboratory experiments
• Independent measures design

Question 3

Experiment 1 IV

Answer 3

• The wording of the critical question hidden in a questionnaire
• “About how fast were the cars going when they … each other?”

Question 4

Experiment 1 DV

Answer 4

The estimated speed in MPH given by the participant

Question 5

Experiment 1 sample

Answer 5

• 45 of Loftus’ students
• Washington University
• 5 groups with 9 participnats in each

Question 6

Experiment 1 Procedure

Answer 6

1. All p’s were shown the same 7 film clips of different traffic accidents
2. After each clip, p’s were given a questionnaire asking them to describe the accident and then aswer a series of questions about the accident
3. There was one critical question in the questionnaire “About how fast were the cars going when they … each other?”

Question 7

What were the 5 conditions for Experiment 1

Answer 7

About how fast were the cars going when they :
- Hit
- Smashed
- Collided
- Bumped
- Contacted

Question 8

Results for Experiment 1

Answer 8

• Smashed = Mean estimated speed of 40.5 mph
• Contacted = Mean estimated speed of 31.8 mph

Question 9

Conclusions from Experiment 1

Answer 9

1. The verb used in a question influences a participants response
2. People are not very good at judging vehicular speed

Question 10

Why was Experiment 2 conducted

Answer 10

1. Response bias - A more serious sounding verb makes people estimate a higher vehicular speed therefore the verb “smashed” biased their response
2. Changes in memory - More serious sounding verbs caused people to believe they witnessed the cars travelling faster which alters their memory of the event

Question 11

What was the first reason why Experiment 2 conducted

Answer 11

Response bias - A more serious sounding verb makes people estimate a higher vehicular speed therefore the verb “smashed” biased their response

Question 12

What was the second reason why Experiment 2 conducted

Answer 12

Changes in memory - More serious sounding verbs caused people to believe they witnessed the cars travelling faster which alters their memory of the event

Question 13

Experiment 2 IV

Answer 13

The wording of the question

Question 14

Experiment 2 DV

Answer 14

Whether the answer to the question given after one week was answered Yes or No

Question 15

Experiment 2 Sample

Answer 15

• 50 different students
• Washington University
• 3 groups with 50 p’s in each group

Question 16

Experiment 2 Procedure

Answer 16

1. All p’s were shown a 1 minute film which contained a 4-second multiple car crash
2. They were given a questionnaire which asked them to describe the accident and answer a set of questions about the incident
3. A critical question was then asked
4. One week later all p’s, without seeing the film again, completed another questionnaire about the accident which contained a further critical question “Did you see any broken glass?”
5. There was in fact NO broken glass

Question 17

What were the conditions in Experiment 2

Answer 17

• 50 P’s were asked the critical question with the verb “Smashed”
• 50 P’s were asked the critical question with the verb “Hit”
• 50 P’s were not asked a question about vehicular speed

Question 18

Results for Experiment 2

Answer 18

“Smashed” - 16 p’s answered YES for seeing broken glass
“Hit” - 7 p’s answered YES for seeing broken glass

Question 19

Conclusions for Experiment 2

Answer 19

1. Misleading post event information can distort an individual’s memory
2. When the critical verb “smashed” was used it is expected that broken glass would be seen so participants add to their memory and recall seeing broken glass

Question 20

Overall Conclusions

Answer 20

1. Eye witness accounts of events are not a reliable source of information especially when leading questions are used
2. Two kinds of information go into our memory for ‘complex occurrence’: what we perceive to be happening in an event and post-event information gained after event. Information from the two sources will integrate over time.

Question 21

Link to Key Theme

Question 22

Link to Area