memory ; ewt affecting factors ; misleading information

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LEADING QUESTIONS
DIGNDFG
1 of 57
what did loftus and palmer arrange for pps (students) to do?
watch film clips of car accidents and answer questions about it
2 of 57
what type of question was the critical question?
leading question
3 of 57
what were pps asked?
about how fast were the cars going when they hit each other
4 of 57
what is the leading part of this question?
the word hit bc it implies speeding
5 of 57
how many pp groups?
5
6 of 57
what was different in each group?
each given different leading question
7 of 57
what were the five words?
hit / contacted / bumped / collided / smashed
8 of 57
what did the rsrchrs do with the findings?
calculate mean estimated speed for each pp group
9 of 57
what was the mean speed for the 'contacted' group?
31.8 mph
10 of 57
what was the 'smashed' group?
40.5 mph
11 of 57
so what did the leading question do?
bias eyewitness recall of event
12 of 57
reasons for leading qs affecting ewt
diogonf
13 of 57
what does the response-bias explanation suggest?
wording has no real effect on memories rather influencies how they decide to answer
14 of 57
so then what does pp q with word 'smashed' do?
encourage to choose a higher speed esimate
15 of 57
what did loftus and palmer's follow up experiment support?
substitution explanation
16 of 57
which suggests?
wording of leading question actually changes memory of clip rather than just answer
17 of 57
demonstrated how?
those that heard 'smashed' were more likely to report having seen glass which there wasn't
18 of 57
so what did this critical verb do?
alter memory of incident
19 of 57
POST-EVENT DISCUSSION
SOGND
20 of 57
what is a post-event discussion?
when co-witnesses to a crime discuss it
21 of 57
what may this do to ewts?
contaminate them
22 of 57
why?
because they combine mis/information from other witnesses with own memories
23 of 57
gabbert et al studied pps in groups of how many?
pairs
24 of 57
what did that mean for crime video footage?
both watched vid of same crime but from diff angles
25 of 57
what did this mean?
each pp could see elements in event other couldn't
26 of 57
then what happened?
both pps discussed what had seen then individually filled out recall test
27 of 57
what % of people were found to have mistakenly recalled aspects of event picked up in discussion?
71%
28 of 57
what was the corresponding figure in the control group of no discussion?
0%
29 of 57
why did gabbert conc witnesses often go along with each other? (2)
win social approval / believe other witnesses are right and they're wrong
30 of 57
what is this phenomenon called?
memory conformity
31 of 57
EVALUATION
DFKNS
32 of 57
:) useful real-life applications
dfgh
33 of 57
what does loftus believe about leading questions?
they have distorting effect on memory so bad police officers need to be v careful whenphrasing q.s
34 of 57
what do psychs believe they can do w/ rsrch in2 this area?
make important positivive difference on real peoples lives
35 of 57
because they can improve the way what works?
legal system
36 of 57
and psychs can appear in court trials as?
expert witnesses
37 of 57
:( artificial tasks
digd
38 of 57
what was artificial about loftus and palmer's study?
only watched film clips of car accidents
39 of 57
why is this different to watching a real accident?
lack the stress
40 of 57
and there is evidence that what inf memory?
emotions
41 of 57
why is this a limitation of the study?
may tell v little about how leading questions affect ewt in real crimes
42 of 57
it could also make the researchers too what about accuracy of ewt?
pessimistic
43 of 57
and ewt's may be what compared to research?
more reliable
44 of 57
:( INDIVIDUAL DIFFERENCES
dfigdfg
45 of 57
what is there ev to suggest about age and ewt's?
older people less accurate tan younger ppl
46 of 57
what did anastasi and rhodes find about ppl in age groups 18-25 + 35-45
more accurate than those 55-78
47 of 57
however when were all age groups more accurate?
when identifying people of their own age group
48 of 57
this is known as?
own age bias
49 of 57
what age group do research studies often use?
young people
50 of 57
which could mean what for the old people?
they only appear to have worse recall bc of that bias when they don't rlly
51 of 57
EVALUATION EXTRA
IOFGDFG
52 of 57
:( demand characteristics
dfigddifg
53 of 57
what do zaragosa and mccloskey argue?
many pp answers from lab studies are result of DCs
54 of 57
why?
bc pps dont want to let researcher down
55 of 57
so when asked question they dont know the answer to what do they do?
guess
56 of 57
so when asked did you see a blue car but they didn't what would they answer and why
yes bc they want to help
57 of 57

Other cards in this set

Card 2

Front

what did loftus and palmer arrange for pps (students) to do?

Back

watch film clips of car accidents and answer questions about it

Card 3

Front

what type of question was the critical question?

Back

Preview of the front of card 3

Card 4

Front

what were pps asked?

Back

Preview of the front of card 4

Card 5

Front

what is the leading part of this question?

Back

Preview of the front of card 5
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