Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
21 Cards in this Set
- Front
- Back
|
What was the aim of Loftus and Palmer in Experiment 1? |
To investigate if leading questions can influence a response (reconstructive memory) |
|
|
Why did Loftus and Palmer conduct experiment 2? |
To investigate the two interpretations of Experiment 1 - response bias or reconstructed memory |
|
|
What was the method and design of Loftus and Palmer? |
Lab experiment using independent measures design |
|
|
What was the independent variable in Experiment 1? |
The verb used in the critical question |
|
|
What was the dependent variable in Experiment 1? |
Participant's speed estimate (mph) |
|
|
What was the independent variable in Experiment 2? |
The wording of the first critical question |
|
|
What was the dependent variable in Experiment 2? |
Participant's answer to the second critical question (yes/no) |
|
|
What was the sample for Experiment 1? |
45 American students divided into 5 groups of 9 |
|
|
What was the sample for Experiment 2? |
150 American students divided into 3 groups of 50 |
|
|
What was the sampling technique? |
Opportunity Sampling |
|
|
What controls did Loftus and Palmer use in Experiment 1? |
Same video clips and same questionnaire structure |
|
|
What controls did Loftus and Palmer use in Experiment 2? |
Same video clip, same questionnaire structure and same time between questions |
|
|
Briefly outline the procedure of Experiment 1 |
All participants shown the same 7 film clips of traffic accidents. All participants given a questionnaire asking them to describe the accident and answer questions about it. One critical question - about how fast were the cars going when they (verb) each other? Each group had a different verb - smashed, hit, bumped, contacted, collided. |
|
|
Briefly outline the procedure of Experiment 2 |
All participants shown a one minute film of a multiple car crash. All participants given a questionnaire which asked them to describe the accident and answer questions about it. First critical question - about how fast were the cars going when they (verb) each other? The verbs were hit and smashed and the third group didn't have a critical question about speed. One week later all participants without seeing the film again completed another questionnaire with a second critical question - did you see any broken glass? (There was no broken glass in the video) |
|
|
What were the findings in Experiment 1? |
Smashed produced the fastest speed estimates. Contacted produced the slowest speed estimates. |
|
|
What were the findings in Experiment 2? |
The participants in the smashed condition answered yes more times to the broken glass question. The participants in the control condition answered yes the least times to the broken glass question. |
|
|
What were the conclusions of Loftus and Palmer experiments? |
- The verb used in a question influences a participant's response; the way a question is phrased influences the response given. - People are not very good at judging vehicular speed. - Misleading post even information can distort an individual's memory. - Two kinds of information go into our memory for a complex occurrence - information from the perception of the original event and the post event information that is gained after the event. Information from both sources will integrate over time and we cannot work out which source the information comes from. Therefore we are unable to tell if memory is accurate. |
|
|
Why couldn't they use the same sample for both experiments? |
Participants in Experiment 1 had been debriefed for ethical reasons so they knew what the experiment was investigating therefore they may show demand characteristics. |
|
|
What is a strength of using students as a sample? |
Easily accessible and readily available |
|
|
What is a weakness of using students as a sample? |
Lowers Population Validity |
|
|
Why did Loftus and Palmer use a control group in Experiment 2? |
Allows a comparison to be made with the groups that had the critical question - the effect of the independent variable on the dependent variable. |
