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A Level Psychology > 1.4.4 - Classic Research Loftus & palmer (Co) > Flashcards

1.4.4 - Classic Research Loftus & palmer (Co) Flashcards

1
Q

What did Carmichael et al find about providing people with different verbal description for the same set of images?

A

The memory of the image alters

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2
Q

What does Carmichael’s research suggest about information and memory?

A

Info is not simply saved and regurgitated

Memory is reconstructed rather than reproduced

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3
Q

If we are faced with an ambiguous situation what will we use?

A

Additional information to help us clarify our understanding and memory of a situation

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4
Q

What did bartlett’s war of the ghosts study into reconstructive memory involve?

A

Reading a native America story (WOTG) to English participants and asking them to recall it

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5
Q

What did Bartlett find from his war of the ghosts study into reconstructive memory?

A

His participants made the story more English reconstructing it using story schemas

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6
Q

What did loftus and Palmer apply the idea of memory construction to?

A

eye witness testimony

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7
Q

What did loftus and Palmer have a specific focus on regarding memory?

A

How language affects our memory

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8
Q

What did loftus and Palmers research into reconstructive memory involve?

A

Looking at people’s ability to judge the speed of a car

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9
Q

What did marshalls Air Force research involve?

A

Asking Air Force personnel to estimate how fast a car was going

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10
Q

What did marshalls Air Force results show?

A

Speed estimates ranged from 10 - 50 mph when the actual speed was 12 mph

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11
Q

What did marshalls research show about people’s judgement of speed?

A

They are often poor judges

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12
Q

What was loftus and palmers aim?

A

To find out about the role of leading questions on how accurate people’s memories were off car accident

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13
Q

What was the purpose of study 1?

A

To investigate wether the form of questions can markedly and systematically affect a witnesses answer to that question

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14
Q

How many participants were in experiment 1?

A

45 students

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15
Q

What type of experiment was experiment 1?

A

Lab

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16
Q

In experiment 1, What was presented randomly to each group?

A

7 films of traffic accidents ranging from 5 - 30 seconds

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17
Q

In experiment 1, what did the participants have to do after each film?

A

Give a general account of what they had just seen and answer specific questions about the accident

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18
Q

In experiment 1, what was the critical question? And what did it act as?

A

“How fast were the cars going when they hit each other”

Acted As the IV

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19
Q

In experiment 1, why did the critical question act as the IV?

A

As it was manipulated in 5 conditions

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20
Q

In experiment 1, what did each group of 9 subjects hear?

A

A different verb in the sentence e.g. Hit, smashed, collided, contacted, or bumped

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21
Q

In experiment 1, what was the DV?

A

The estimate speed

22
Q

In experiment 1 what was the mean speed estimate for the verb smashed?

A

40.8

23
Q

In experiment 1 what was the mean speed estimate for the verb collided?

A

39.3

24
Q

In experiment 1 what was the mean speed estimate for the verb bumped?

A

38.1

25
Q

In experiment 1 what was the mean speed estimate for the verb hit?

A

34.0

26
Q

In experiment 1 what was the mean speed estimate for the verb contacted?

A

31.8

27
Q

In experiment 1, the speed of how many out of the seven films were known?

A

4 out of 7

28
Q

In experiment 1, film 1 the speed of collision was 20mph, what was the estimate speed?

A

37.7

29
Q

In experiment 1, film 2 the actual speed of collision was 30mph, what was the mean speed estimate?

A

36.2

30
Q

In experiment 1 in film 3 the actual speed was 40 mph, what was the mean speed estimate?

A

39.7

31
Q

In experiment 1, film 4 the actual speed was 40mph what was the mean speed estimate?

A

36.1mph

32
Q

What did the results of experiment 1 indicate about people?

A
  • they are poor judges of speed

* they are systematically and significantly affected by the wording of questions

33
Q

In experiment 1 what could the finding of people being affected by wording of questions be attributed to?

A
  • response bias

* genuine change of memory

34
Q

What is response bias discussed in the conclusions of experiment 1?

A

Where the subject remembers accurately but is pressured by the word to increase or decrease their estimate

35
Q

In experiment 1, of the participant had a genuine change in memory what might it lead to?

A

Recalling details that didn’t occur

36
Q

What was the second experiment designed to determine?

A

Which explanation of different speed estimates was correct

37
Q

How many participants were in experiment 2?

A

150 students

38
Q

What was the research method of experiment 2?

A

A lab experiment

39
Q

In experiment 2 a minute long film was presented to the group what did it feature?

A

Four seconds of a multiple traffic accident

40
Q

In experiment 2 what happened after the participants were shown the film?

A

They had to give a age metal account of what they had seen and answer more specific questions about the accident

41
Q

What was the IV in experiment 2?

A

The critical question

42
Q

How was the IV manipulated?

A

50 asked how fast were the cars going when they hit each other
50 asked how fast when they smashed into each other

43
Q

In experiment 2 what did the remaining 50 act as?

A

A control group as they were not asked at all

44
Q

In experiment 2, when was the DV measured?

A

1 week later when the participants returned to answer 10 questions

45
Q

What was the DV in experiment 2?

A

The critical question of the 10 - did you see broken glass?

46
Q

In experiment 2 was there any broken glass in the film? What was expected?

A

No

Expected some might falsely remember broken glass if the leading question had altered their memory

47
Q

In experiment 2 what was the mean estimate for smashed and hit?

A

Smashed - 10.46 mph

Hit - 8 mph

48
Q

In experiment 2 how many of the smashed group reported seeing broken glass? How many didn’t?

A

Glass - 16

No glass - 34

49
Q

In experiment 2 how many of the hit group reported seeing broken glass? How many didn’t?

A

Glass - 7

No glass - 43

50
Q

In experiment 2 how many of the control group reported seeing broken glass? How many didn’t?

A

Glass - 6

No glass - 44

51
Q

In experiment 2 what did the authors conclude the results show?

A

The verb smashed not only increases speed estimates but distorts memory

A Level Psychology (131 decks)

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