Loftus & Palmer 2

Question 1

Dependent variables

Answer 1

Estimate of speed

Recollection of broken glass

Question 2

Participants

Answer 2

150 split into 3 groups

Question 3

Procedure

Answer 3

1 film of accidents was shown
Participants given questionnaire of free account and questions
Asked the standard question: estimates of speed: smashed- 10.46 mph hit- 8 mph
Participants go home for a week and come back to be asked: did you see any broken glass? Smashed highest, then hit, then control

Question 4

Conclusions

Answer 4

Confirmation that the form of the question can significantly affect an eye witness memory

This could be because
Memory consists of 2 pieces of information: moment of the event and after
Eventually both become one ‘memory’: severity of verb smashed distorts the memory of the event

Question 5

Strengths

Answer 5

High levels of control= easy to replicate
Cause and effect established
High validity due to low demand characteristics

Question 6

Weaknesses

Answer 6

Artificial environment = low ecological validity

Low validity due to video clips

Question 7

Sample

Answer 7

45 students trained at remembering information
Limited age group- still young
Not been driving for very long
Opportunity sampling (loftus’ students)

Question 8

Ethics

Answer 8

Deceived aim but likely consent would be given
No informed consent
No harm

Question 9

Ecological validity high points

Answer 9

Actual clips of car crashes

Free account as a witness- as in real life

Question 10

Ecological validity low points

Answer 10

Wouldn’t see seven crashes at once
Wouldn’t get emotional reactions from a clip, impacting on memory
Less information- 2D
Won’t be paying attention/ waiting for it

Question 11

Independent variables

Answer 11

Verb used in the question
Smashed
Hit
No questions relating to speed