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4395239
Loftus And Palmer
Description
A-Level Psychology (The Cognitive Area) Mind Map on Loftus And Palmer, created by Bethany Pass on 29/01/2016.
No tags specified
psychology
the cognitive area
a-level
Mind Map by
Bethany Pass
, updated more than 1 year ago
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Created by
Bethany Pass
over 8 years ago
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Resource summary
Loftus And Palmer
Experiment 1
Method
Laboratory Experiment
Independent measures
Aim
To investigate the effects of leading questions on an individual's ability to accurately remember events
Participants
45 students
5 conditions with 9 participants in each
Apparatus
7 film segments
From Evergreen Safety Council of the Seattle Police Department
Lasted between 5 and 30 seconds
4 were staged so speed was known
7 Questionnaires
"Give and account of the accident"
"About how fast were the cars going when they.....?"
Verb at the end changed for each group
Contacted/Hit/Bumped/Collided/Smashed
Results
People are not very good at judging how fast a vehicle is actually travelling
Estimate : 37.7mph
Actual speed ; 20mph
The verb in the question affected the eye witness answers
Smashed ; 40.8mph
Contacted : 31,8mph
Disscussion
Two possible explanations for findings
Due to repose bias factors
The form of the question causes a change in memory
Experiment 2
Method
Laboratory Experiment
Independent Measures
Participants
150 students
3 groups 50 participants in each
Aim
To investigate whether memory would be reconstructed as a result of information received after the event
Apparatus
A film showing a multiple car accident
2 questionnaires
Carried out on the day
Describe the accident
"How fast were the cars going when they.....?"
Hit
Smashed
Control group were not asked about speed
Carried out 1 week later
10 questions
"Did you see any broken glass?"
Results
Wording had an effect on speed estimation
Smashed : 10.46mph
Hit : 8mph
The verb effects whether glass was thought to have been seen or not
Smashed : 16 said yes
Hit : 7 said yes
Control: 6 said yes
Discussion
Explanation
Two kinds of information create a memory
Information obtained at the event
Information supplied after the event
Merge to create one memory
Reconstructive Hypothesis
Evaluation
Validity
highly controlled and standardised
Establish cause and effect
High design validity
May have suffered demand charecteristics
Low ecological validity
Reliability
Procedure highly standardised
Re-done to test reliablilty
Two experiments
Results supported each other
Ethics
Hypothesis was concealed
Deception
Avoided demand characteristics
All safety films
Did not cause distress
Data
Quantitative
Easily compare across conditions
Easily summariesed
Sample
Only students
Cannot generalise
Narrow age range
Students are more obedient so may be more willing to comply
Ethnocentrism
Investigating a behaviour shown in all humans
Only reflect the cognitive processes of educated/ upper class people
Usefulness
Used by Police
Leading questions not allowed in court
Not easy to change memory
Links to area/perspective
Cognitive area
Cognitive process of memory
Links to key theme
Evidence on how memory is effected by information after an event
Effects of language on memory
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