Loftus & Palmer (1974) - Exp. 1 Flashcards
Leading questions in eyewitnesses (10 cards)
Where can this study be used? (2)
Discuss research methods used in the cognitive approach.
Discuss the reliability of one cognitive process.
Aim
To investigate whether leading questions (specifically, the wording of a question) would affect participants’ estimation of speed in a car accident
Participants
45 student participants divided into 5 groups
Method
Watched 7 traffic accident films (5-30 seconds each)
* after each film, wrote a description and answered questions, including a critical question about the speed of the cars
* critical question varied by verb: “hit”, “smashed”, “collided”, “bumped” or “contacted” (e.g. how fast were the cars going when they hit each other)
Independent variable
the verb used
Dependent variable
the estimated speed given by participants
Results
Speed estimates varied depending on the verb used:
* smashed: 40.8 mph
* collided: 39.3 mph
* bumped: 38.1 mph
* hit: 34 mph
* contacted: 31.8 mph
* stronger verbs like “smashed” led to higher speed estimates
Conclusions (link to theory of reconstructive memory)
Memory could be distorted by leading questions, supporting reconstructive memory and schema theory
* speed estimates are a result of response bias - P are uncertain about the exact speed, verbs like “smashed” biases their response towards a higher estimate
* may be the way the question is formed that results in a change in P’s mental representation of the accident
Strengths (name 3)
- one of the first empirical studies on flashbulb memory - pioneering research in this area
- inspired further research into memory and emotion
- questionnaire format allows for replication to test reliability
- captured real-life events, increasing ecological validity
Limitations (3)
- low ecological validity: watching films is not the same as witnessing a real crash
- sample bias: only students who were young and possibly inexperienced drivers
- demand characteristics may have influenced response
