Loftus and Palmer (1974)

Question 1

Aim

Answer 1

To see the role of leading questions in influencing the memories of eyewitnesses.

Question 2

Method (study 1)

Answer 2

• 7 films of traffic accidents ranging from 5-30 seconds were shown.
• DV: Speed estimation
• IV: verb intensity
• Independent samples design
• After having watched a film, participants were asked to give an account of the accident, then answer a questionnaire, with one question being the estimation of speed of cars in the accident.
• Each was asked the same question about ‘how fast were the cars going when they hit each other?’ but the word ‘hit’ was replaced with smashed, collided, bumped or contacted for each group.

Question 3

Method (study 2)

Answer 3

• 150 students randomly allocated
• Shown a 1 minute film with a 4 second multiple car accident.
• After a week the participants answered the question “did you see any broken glass?”
• There was no broken glass in the accident but the verb used may affect recall.

Question 4

Findings

Answer 4

Study 1:

• The average estimates of speed for the smashed group was 40.8 mph which was the highest, followed by collided (39.3mph), bumped (38.1mph), hit (34.0mph) and contacted (31.8mph).
• Indicates that critical word in question consistently affects participants’ anser to the qeustion.
• Researchers argued it may be that the different speed estimates is a result of response bias, or the way the question is formed results in a change in the participant’s mental representation of an accident (schemas).

Study 2:
* Most participants accurately reported they saw no broken glass, however more participants in the ‘smashed’ condition said they saw broken glass.

Question 5

Strengths

Answer 5

• Variables can be controlled.

* Ca establish a cause and effect relationship.

Question 6

Limitations

Answer 6

• Lab experiement- low ecological validity but ethical issues with witnessing real car crash.
• Students are not representative of population. Difficult to generalise.