6.3.1 Classic Study

Question 1

Aim

Answer 1

To investigate whether leading questions have an effect on peoples estimate of speed.

Question 2

Sample

Answer 2

• Experiment 1 had 45 male and female students in 5 groups
• Experiment 2 had 150 male and female students in 3 groups

Question 3

Sample Strength

Answer 3

Validity
- Ethnocentrism unlikely to affect
- Cognitive process wont differ between the same species

Question 4

Sample Weakness

Answer 4

Generalisability
- All students
- Likely to be new drivers
- Judgement of speed likely to be different to experienced drivers

Question 5

Procedure 1

Answer 5

• 7 films of traffic accidents random order lasting 5-30 seconds
• Askefd critical question “how fast were the cars going when they … each other?”

Question 6

Procedure 1 Strength

Answer 6

Reliability
- Standardised procedures
- Film length and crucial question

Question 7

Procedure 1 Weakness

Answer 7

Ecological validity
- Highly controlled lab
- Can’t be sure that leading questions do have an impact on eye witness testimony in real situations

Question 8

Procedure 2

Answer 8

• A film of a traffic accident lasting 1 min (4 second accident)
• Asked critical question
• Asked to explain in own words and series of questions
• Asked 1 week later ‘Was there any broken glass?’

Question 9

Strength Procedure 2

Answer 9

Validity
- Critical question asked amongst others
- Less likely to change answer due to demand characteristics

Question 10

Weakness Procedure 2

Answer 10

Ethics
- Slight deception

Question 11

Results

Answer 11

-Experiment 1 found 40.8 in smashed, 34.0 in hit
- Harsher verb leads to higher speed estimate
- Experiment 2 found 16/50 smashed reported broken glass compared to 7/50 hit

Question 12

Results Strength

Answer 12

Validity
- Objective data
- Free from bias

Question 13

Results Weakness

Answer 13

Reliability
- Yuille and Cutsall
- 10/13 accurate recall 5 months later despite 2 leading questions
- No consistency in findings