EWT Flashcards
what is reconstructive memory?
we only remember bits of information, we fill in the rest. Filled in bits are due to schemas, stereotypes and scripts. This can lead to false memories
what is a leading question?
one that encourages the witness to answer in a certain way- due to the subtle introduction of new info
what is an example of a leading question?
‘what colour hat was the man wearing?’ assumes that the man was even wearing a hat
Describe the procedures and findings of Loftus and Palmer’s study?
loftus studied use of language in leading questions
45 American students were shown a video of a car crash and asked how fast the car was travelling
5 verbs
9mph difference between smashed and contacted
what does Loftus and Palmer’s study show about the effects of leading questions on EWT?
language encourages people to answer questions in a certain way
in what ways is the Loftus and Palmer’s study different to real life?
video shown in a lab experiment where you pay attention to detail, you don’t usually pay attention in real life
how might memory be different in real life to when shown the video in L and P study?
pay less attention so less accurate memory
higher anxiety so could make less or more accurate
higher consequences in real life so more accurate
what was Loftus and Palmer’s follow up study?
ppts asked if they saw broken glass.
when given ‘smashed’ 16 said yes
when given ‘hit’ 7 said yes
what is a strength of research into LQ (Elizabeth Loftus)?
practical application
her research was taken into account when writing the Devlin report- which recommended that eyewitness testimony should not be enough to convict without other corroborating evidence
what is a limitation of LQ?
we don’t know why leading questions affect EWT;
substitution explanation
response bias
what is meant by substitution explanation of why leading questions effect EWT?
the verb used changes the memory of the ppts.
Smashed glass example
what is meant by response bias as an explanation of why leading questions effect EWT?
the memory of the ppts are not actually changed but the verb used encourages them to choose a higher speed
how does Yuille and Cutshall find about the effects of leading questions on EWT?
examined a real life case of a gun shot robbery
YUILLE AND CUTSHALL tracked down witnesses 5 months after and found;
1. able to recall in detail
2. high level of agreement between witnesses
3. accounts DID NOT alter in response to leading questions
what is a strength of Yuille and Custshall?
high external validity/ mundane realism because it is a real life study, contrast to Loftus lab video study
consequences are greater in real life so they think about their answers more and leading Q’s have less of an effect
