Lofus And Palmer

Question 1

What were the aims

Answer 1

To see how phrasing a question differently can influence judgement

Leading questions leading us to the desirable/true answer

Question 2

What was the method?

Answer 2

Lab experiment

Question 3

What was the type of data collected

Answer 3

Quantitative - Speeds…mph

- Broken glass…yes/no

Question 4

What was the level of data collected?

Answer 4

Interval ratio data

Nominal data

Question 5

What are the factors that affect our memory

Answer 5

Repressed memory
Brain damage
Drugs
Schema

Question 6

What was the experimental design

Answer 6

Independent measures design - participants will only see one condition

Question 7

What was the IV?

Answer 7

The verbs in the question:

Hit
Smashed
Collided
Contacted 
Bumped

Question 8

What were the 5 verbs used?

Answer 8

Hit
Smashed
Collided
Contacted 
Bumped

Question 9

What was the DV?

Answer 9

Their judgement on speed - mph

Broken glass - yes/no

Question 10

How was the IV manipulated?

Answer 10

The wording of the question:

Hit 
Smashed
Collided
Contacted
Bumped

Question 11

How was the DV measure?

Answer 11

The speed in MPH

A simple yes or no

Question 12

Controls:

Answer 12

Each person saw the same clip

Had the questions asked in the same way

IT WAS STANDARDISED

Question 13

What was the sample size?

Answer 13

1st - 45 psyc students

2nd - 150 psyc students

Question 14

Where were the sample from

Answer 14

They were her psychology undergrads from Washington uni

Question 15

How were they sampled

Answer 15

Opportunity sampling - from her classes

Question 16

What was procedure for the 1st experiment?

Answer 16

• Participants were shown 7 clips lasting up to 3 seconds
• given a questionnaire after the clips
• 1st half - account of the accident
  2nd half - questions relating to it
• how fast were the cars going when they —- eachother?
• each person received a different verb in the question of their questionnaire

Question 17

What was the procedure of the 2nd experiment?

Answer 17

• two part procedure (150 students)
• watch a film + fill in questionnaire - film lasted less than 1 minuet
• a week later fill in a questionnaire without asking about the broken glass
• so subjects (the control) weren’t asked about the speed
  Each clip lasted from 5-30 seconds from Seattle police dept

Question 18

What was the data analysis

Answer 18

Means of speed - chi squared

Question 19

What were the findings of the 1st experiment?

Answer 19

Smashed - 40.8
Collided - 39.3
Bumped - 38.1
Hit - 34.0
Contacted - 31.8

Question 20

What were the findings of the 2nd experiment?

Answer 20

• smashed = higher speed - more likely to answer yes to seeing broken glass
• differences between ‘hit’ and the control were too little.

Question 21

Conclusions

Answer 21

The questions asked can cause a reconstruction in ones memory of the event. The verb used can affect the whir eases account of speed and whether they recall seeing broken glass

Question 22

Key themes

Answer 22

Memory - info received after the event will effect the memory of the event

Question 23

Face validity

Answer 23

High - intended to test memory and it did

Question 24

Construct validity?

Answer 24

High. It’s a test totally on memory and ability to recall information however they didn’t know about leading question

Question 25

Criterion

Answer 25

The way question are constructed will have an effect in the future. - high.

Question 26

Interval validity?

Answer 26

High internal validity as in a lab so controlled all extraneous variables

Demand characteristics, her students are trying to please her so will preform better

Question 27

Population validity?

Answer 27

We can generalise it to her classes but not to old people and those not it education. It’s ethnocentric so only to Americans.

Question 28

Ecological validity?

Answer 28

Low. In real life more stress and distress involved. In a lab setting so artificial behaviour.

Question 29

Inter-rater reliability

Answer 29

Simple yes or no answer or speed. No from for discretion

Question 30

Split half reliability?

Answer 30

The questionnaires in the 2nd study. One done then another the same a week later.

Question 31

Key theme

Answer 31

The effects of language on memory