Loftus and Palmer (both) (SAQ)

Question 1

aim

Answer 1

to investigate the effect of leading questions on memory

Question 2

method

Answer 2

video of a car accident and a series of questions related to it: speed estimate was asked with different verbs
- “how fast were the cars going when they hit, smashed, contacted, bumped, collided each other?”

Question 3

results

Answer 3

30% higher estimate with smashed than contacted

Question 4

conclusion

Answer 4

leading questions may have an effect on memory

Question 5

keys for 1

Answer 5

leading question
memory
misinformation effect

Question 6

why was another study conducted

Answer 6

because misinformation effect might have happened

Question 7

method

Answer 7

150 students saw a film of an accident and had a series of questions with 1 leading with verbs smashed/hit

Question 8

results

Answer 8

smashed higher estimates than hit, 10.8 vs 8mph

Question 9

1 week later

Answer 9

more questions and critical asked if they saw glass

Question 10

results

Answer 10

32% of smashed yes
14% of hit yes

Question 11

conclusion

Answer 11

provides evidence that info received after an event might affect memory. remembering seeing glass was confabulation

Question 12

confabulation

Answer 12

having a false memory or a memory of something that never happened

Question 13

misinformation effect

Answer 13

having incorrect information become part of someone’s memory of an event