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criminal psychology - EWT > loftus and palmer > Flashcards

loftus and palmer Flashcards

1
Q

what is the aim of the study
part 1

A
  • to investigate the phrasing of the question used the elicit the speed judgement
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2
Q

what is a leading question

A
  • a question that by its form or content suggests to the witness what answer is desired
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3
Q

what is the sample
part 1

A
  • 45 students
  • 9 subjects in each condition
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4
Q

what did the films used show
part 1

A
  • a traffic accident
  • 4 out of the 7 were staged crashes
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5
Q

how many films were used
part 1

A
  • 7
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6
Q

where were the films taken from
part 1

A
  • segments from longer driver’s education films borrowed from the Evergreen safety council and the Seattle police department
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7
Q

how long did the films last
part 1

A
  • ranged from 5 to 30 seconds
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8
Q

what was the critical question used
part 1

A
  • About how fast was the car going when it -
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9
Q

what were the 5 verbs used
part 1

A
  • hit
  • smashed
  • collided
  • bumped
  • contacted
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10
Q

how long did the entire experiment last
part 1

A
  • hour and a half
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11
Q

the films were presented in the same order for each group
true or false

A

false

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12
Q

what were 2 numerical findings
part 1

A

smashed = 40.5
hit = 34.0

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13
Q

what are 2 possible reasons for the results found
part 1

A
  • a subject is uncertain whether to say 30 or 40mph e.g. a smashed verb biases responses towards the 40
  • the question form causes a change in the subjects memory representation of the accident
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14
Q

why was the second experiment conducted
part 2

A
  • to provide additional insights into the origin of the differential speed estimates
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15
Q

how many participants took part
part 2

A
  • 150
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16
Q

how long was the film of the multiple car accidents and how long was the accident
part 2

A
  • the film lasted less than a minute
  • the accident lasted no longer than 4 seconds
17
Q

what were the participants asked to do at the end of the film
part 2

A
  • given a questionnaire
  • answer a series of questions e.g. describe the incident in your own words
  • critical question
18
Q

what was the critical question
part 2

A
  • about how fast was the car going when it -
19
Q

what were the 3 conditions
part 2

A
  • control (not asked about speed)
  • hit
  • smashed
20
Q

what question were the participants asked a week after
part 2

A
  • did you see any broken glass
  • embedded in a list of questions
21
Q

what are 2 numerical findings
part 2

A
  • 16 replied yes in the smashed condition, 7 said yes in the smashed
  • 0.62 of answers were 16-20 mph in the smashed condition only 0.50 for hit
22
Q

what was concluded about the verb smashed

A
  • leads to higher estimates of speed
23
Q

what are 2 reasons why leading questions have an effect on recall

A
  • perception of the original event
  • external information supplied after an event
24
Q

how does what they watched differ from real life cases

A
  • watching a film excludes any emotion that would be felt when witnessing an accident
  • may not be representative of a memory reconstruction of a real life task
25
Q

how does Loftus and palmer have a standardised procedure

A
  • each group was given the same 7 films that were all 5 to 30 seconds long
26
Q

what is the practical application of Loftus and Palmer

A
  • shows that police should avoid the use of leading questions in questioning
  • use open questions of free recall
27
Q

what did Carmichael, Hogan and Walter (1932)

A
  • found that when participants were asked to reproduce a visually presented form their drawings tended to lean in the direction of familiar objects to them
  • shows our memory is impacted by things we already know
28
Q

what extraneous variables were controlled in Loftus and Palmer

A
  • wording of the critical question
  • kept the participants attention so they could fully focus on the film
  • ensure results were based on memory reconstruction
29
Q

what other factors did Loftus and Palmer not take into consideration

A
  • anxiety
  • recall of the event could be affected by arousal rather than memory reconstruction
  • increased arousal and stress levels may lead to a decrease in performance in terms of EWT
30
Q

why does the sample being students affect generalisability

A
  • students are used to watching videos and playing close attention
31
Q

what did yuille and cutshall find

A
  • witnesses to a real life shooting in Canada gave accurate reports 3 months after the accident
  • even though they had been given misleading questions (10/13)

criminal psychology - EWT (4 decks)

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