Lotus and Palmer

Question 0

Aim of Experiment 1.

Answer 0

To investigate whether the verb in the critical question can influence the speed estimated of 2 cars that had a collision by participants.

Question 1

General Aim.

Answer 1

To investigate the effect of leading questions on the memory of an event.

Question 2

IV - Experiment 1 + 2.

Answer 2

The verb that was used in the critical question.

Question 3

DV - Experiment 1.

Answer 3

The speed estimates given by participants.

Question 4

DV - Experiment 2.

Answer 4

Whether or not participants recalled seeing broken glass.

Question 5

(Main findings)

Experiment 1.

Answer 5

More ‘intense’ sounding the verb used, higher th estimated speed.

E.g, ‘smashed’ - 40mph. ‘Hit’ - 31.8mph.

Question 6

(Main Findings)

Experiment 2.

Answer 6

‘Smashed’ - 16/50 people recalled seeing broken glass.

‘Contacted’ - 7/50 people recalled seeing broken glass.

Question 7

Conclusions.

Answer 7

Leading questions may actually distort witnesses memories of events.

Question 8

Strength.

The study was…

Answer 8

…useful because as a result of this study police and lawyers are no longer allowed to use leading questions in court as this may distort witnesses memory.
This could reduce the amount of miscarriages of justice, therefore improving the lives of those people.

Question 9

Weaknesses.

Unrepresentative sample. Only consisted of students…

Answer 9

There are key differences between students and the general population. 1. Young - may have better memories.

2. Students are very familiar with the task of analysing information and answering questions.
3. Students are less experienced at driving, therefore less confident at estimating speeds.

Question 10

(Weaknesses - Unrepresentative Sample)

1. Students are young, so…

Answer 10

…they may have better memories.

Question 11

(Weaknesses - Unrepresentative Sample)

2. Students are very familiar…

Answer 11

…with the task of analysing information and answering questions.

Question 12

(Weaknesses - Unrepresentative Sample)

3. Students are less experienced…

Answer 12

…drivers, and therefore would be less confident at estimating speeds.

Question 13

Weaknesses.

Low Ecological Validity.

Answer 13

1. Participant were prepared to witness the film clips.
2. There was low emotional arousal, and therefore less of an incentive to remember.

In real life - unprepared for the event. Would experience high Emotional Arousal, therefore significant incentive to remember.

Question 14

Weaknesses.

Low Validity. Demand Characteristics.

Answer 14

The students teachers were running the study, so students could have been particularly vulnerable to demand characteristics.