Psychology Studies (Memory and Development
Loftus and Palmer (1974)
45 participants split into 5 groups, and shown a film of a traffic accident
Asked with the words Contacted, Hit, Bumped, Collided, or Smashed to estimate the speed of the cars before the accident
A week later asked if they saw broken glass from a non-existant broken headlight
---
"Smashed" group on average estimated 10 mph higher than "Contacted" group
"Smashed" group more likely to (wrongly) say they had seen broken glass
- Created by: Chrissie
- Created on: 04-12-12 20:18
Loftus and Palmer (1974)
45 participants split into 5 groups, and shown a film of a traffic accident
Asked with the words Contacted, Hit, Bumped, Collided, or Smashed to estimate the speed of the cars before the accident
A week later asked if they saw broken glass from a non-existant broken headlight
---
"Smashed" group on average estimated 10 mph higher than "Contacted" group
"Smashed" group more likely to (wrongly) say they had seen broken glass
Loftus (2003)
120 participants who had visted Disney Land in their childhood
Split into 4 groups:
A) Fake Disney advert with no cartoon characters
B) Fake advert, Bugs Bunny cut out in the room
C) Fake advert including Bugs
D) Fake advert including Bugs, with cut out in room
Participants were then asked to fill out a questionnaire about their visit
---
30% of group C and 40% of group D remembered meeting Bugs Bunny at Disney Land
Yuille and Cutshall (1986)
13 witnesses from a mugging and shooting of a gun shop in Ontario, Canada
Interviewed 4 months after the event
Interview included misleading questions
---
Accounts stayed consistent throught the interviewing
Misleading questions had no effect
Those who had been closest to the event and experienced the most anxiety recalled the most, and most accurately
Flin et al (1992)
Three groups of participants:
5/6 year olds
9/10 year olds5
Young adults
Asked to watch a presentation on foot hygiene, including a staged fight between the nurse and her assistants. A 5 minute talk followed
Participants were questioned on the events the following day, and then 5 months later
Both interviews concerned clothes, series of events and content
---
Immediate recall was unaffected by age, all participants were equally accurate
5 months later the 5/6 group showed the poorest recall, and the young adults showed the best
Poole and Lindsey (2001)
Participants aged 3-8
Asked to watch a science demonstration
Were questioned on demonstration
Were read a story by their caregivers that included information from the demonstration, and some new information
Then questioned on the demonstration again
---
All children could accurately recall recent events,
Younger children more likely to include more information from the story
Older children showed better source recognition when asked to consider where the information came from
Anastasi and Rhodes (2006)
Three groups of participants:
Teens/20s
30s/40s
50s-70s
Each participant was shown 24 photos of varying age groups
Later shown 48 photographs, including the earlier 24
Asked to identify which photos they had previously seen
---
Younger and middle aged groups had more accurate recall
Each group was most accurate at identifying their own age group
Loftus (1979)
Participants saw one of two events, under the pretense that they were waiting for the experiment to begin:
A discussion between two men over malfunctioning equiment, then one man walked out holding a pen covered in grease
A loud confrontation, followed by the sound of smashing chairs, a man then emerged holding a paperknife covered in blood
Participants were then given 50 photos and asked to correctly identify the man
---
49% of the pen group were correct
33% of the paperknife group were correct
Christianson and Hubinette (1993)
110 witnesses of 22 genuine bankrobberies were questioned
Some were victims (directly threatened) or bystanders (onlookers)
---
Victims remembered more about the robbers (appearance, behaviours, weapons)
Jacobs (1887)
Participants were read lists of words/numbers to remember immediately
Lists lengthened until only 50% of participants correctly remember the list
---
Short term memory on average held 9 numbers and 7 letters
Simplified to 7+/- items
8 year olds on average remembered 7 items
19 year olds remembered 9
Peterson and Peterson (1959)
Participants were shown a three consonant trigram
Asked to count backwards in threes from a three digit number to prevent rehearsal
After intervals of 3 to 18 seconds they were stopped and asked to recall the trigram
---
80% of trigrams were remembered at 3 seconds
<10% were remembered after 18 seconds
Baddeley (1966)
Participants split into 4 groups that heard 5 (STM) or 10 (LTM) words that were either
Acoustically similar
Acoustically dissimilar
Semantically similar
Semanticially dissimilar
(STM) Then asked to recall them in order
(LTM) Distracted for 20 minutes with another unrelated task and then asked to recall them again
---
STM-
Accoustic similar accuracy- 55% Accoustic dissimilar- 78%
No difference in semantic words
Bahrick (1975)
392 American high school graduates who had left between 7 and 47 years ago
Shown pictures from their yearbooks
One group was asked to free recall their classmate's names
The other was given a list of names to choose from for each photograph
---
Free recall
60% accurate at 7 years
<20% at 47 years
Recognition
90% at 14 years
60% at 47 years
Czech Twins Case Study
Locked in a cellar and beaten from 18 months to 7 years
When found-
Short stature and rickets- lack of calcium
Gesture based communication
Terrified of new environment
Adopted by two women and attended a school for children with learning difficulties
By age 14, showed no social abnormality
Genie Case Study (Curtis (1997))
Strapped to a high chair in a cellar until age 13
No social interaction
Beaten if she made a noise
Not toilet trained
Communicated through animalistic noises
Unable to walk
Never developed language skills
Some evidence of attachments to caregivers
Hodges and Tizzard (1989)
65 children less that 4 months when institutionalised in a children's home
By 4 years old-
24 Adopted- showed disinhibited attachment
15 Restored
26 Institutionalised- showed disinhibited attachment
By 8 years old-
Adopted showed close attachments with adoptive parents
Restored + Adopted more attention seeking than control group
Restored poor relationship (resentment) with parents
By 16 years-
Adopted more sociable with strong attachment
Restored poor attachment
Ainsworth (1979) Strange Situation
Children 12-18 months introduced to a number of "strange situations" with their mother and alone
Observed seperation anxiety, proximity seeking, wariness of strangers, and reunion behaviour
Found the following attachment types:
70% Secure
20% Avoidant
10% Resistant
Takahashi (1990)
Conducted Ainsworth's strange situation study on middle class Japanese children
Found the following attachment types-
68% Secure
32% Resistant
No Avoidant types
Van IJzendoorn and Kroonenberg (1988)
Meta-analysis of 32 countries that carried out the strange situation study
Found that the percentage of secure children remained fairly constant around 70%
Percentage of insecure types varied
Exception of Germany- 40% secure, 49% avoidant, 11% resistant
Clarke-Steward et al (1994)
Multiple observations:
1) Peer relationships of 2-3 year olds who had attended daycare
2) Strength of attachments in "high intensity" (>30 hours/week) daycare children compared to "low intensity" (<10 hours/week) children
---
2-3 year olds were good at coping with social interactions and negotiating
Low and high intensity children were just as distressed when seperated
Shea (1981)
3-4 year olds videotaped in the playground during their first 10 weeks at a nursery school
Behaviour assesed in terms of rough and tumble play, agression, frequency of interaction, distance from nearest child, and distance from nearest adult
Eventually frequency of peer interaction increased, while distance from the nearest adult decreased
Increase in sociability became more evident in children who attended five times a week versus twice a week
Belsky and Rovine (1988)
Used Ainsworth's Strange Situation method to study the attachments of two groups of children:
1) In daycare for more than 20 hours a week before the age of 1
2) "Home-reared" children who had never been in daycare
---
43% of daycare children were shown to have insecure attachment types, compared to 26% of home reared children
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