misleading information

• 2 categories in misleading information

  • leading questions
  • post event discussion
• leading questions used by police after an event can affect the accuracy of information given by witnesses
• information can have a retroactive effect where it interferes on recollection of memory (newer memory interfering with older memory) - newer information gets integrated and confused with existing knowledge
• previous research suggests that the mind and memories can easily be altered by other additional information
• key study for misleading information - leading questions

  • loftus and palmer
  • car crash study
• loftus and palmer looked at the effects of leading questions on EWT
• experiments for loftus and palmer study on leading questions

  • experiment 1 - speed estimates given after watching car crash which influence answers on how they were phrased - questions asked with dif verbs (smashed, hit, crashed, collided, contacted)
  • experiment 2 - looked at whether changing verbs would change response or their actual memory - put into 3 groups (smashed, hit and control) - week later ptts asked 'did see broken glass'
• findings of experiments in loftus and palmers experiment on leading questions

  • experiment 1 - found speed estimates varied on words given in questions - supports theory that questions asked influence how individual gives their response
  • experiment 2 - found number of PTTs claimed to see broken glass - highest in smashed condition rather than hit - suggests how question is asked not only influences answer but changes actual meaning of memory
• post event discussion is when co witnesses to a crime discuss it with others
• communication after an event can make eyewitness testimonies contaminated - combining misinformation from other witnesses with own memories
• key study for misleading information - post event discussion

  • gabbert
  • studied using paired participants
• procedure for gabberts study into post event discussion

  • each ptt watched video of same crime but filmed from different perspective (see different elements in event which other ptt in pair could share)
• findings of gabberts study on post event discussion

  • found 71% ptts mistakenly recalled aspects of event that they didnt see in own video (picked up from post event discussion)
  • control group with no discussion had 0% mistakes
  • concluded witnesses often go along with each other to win social approval or believe witnesses are right (memory conformity)
• evaluations for misleading information being explanation for forgetting

  • real life application
  • tasks are artificial
  • response bias
  • individual differences
• real life application being eval point for misleading information

  • research into practical uses in real world - example - researcher believes effects of leading questions can be strong that police officers should be careful in questioning witnesses
  • research into EWT can make positive difference to lives of real people - example - improving how legal system works - reducing post event discussion
  • applying to real life strengthens the explanation for describing post event discussion
• tasks are artficial eval point for misleading information

  • loftus and palmers study (leading questions) showed individuals watching clip of film crash
  • different experience from witnessing real car crash accident - clips lack stress
  • evidence to suggest emotions influence memory (state dependent cues)
  • limitation as research into effects lacks ecological validity - cannot be sure same thing would happen in real life settings
• response bias being eval point for misleading information

  • researchers compared ptts performance in 2 conditions
  • condition 1 - given questions matching consistent and inconsistent data - later asked same questions in different order (ptts less accurate on later questions when given inconsistent data)
  • condition 2 - ptts given same task - questions presented in same order
  • findings suggest order of questions can have effect - memory change due to response bias, not storage
• individual differences being eval point for misleading information

  • researchers conducted study using 3 different age groups + found age can affect how individuals identify people - tend to identify own age group
  • found the lesser experience in questions being asked, the higher likelihood of there being own age bias
  • found age can affect likelihood of remembering other individuals
  • using only one age group in research studies it can be problem as it suggests age affects behaviour - findings can only be applied to certain age groups meaning they cant be generalised to other age groups