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PSY101 Introduction to Psychology B
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Abstract
The way questions are phrased can alter memory for non-emotional events. The construction hypothesis proposes that this occurs as our original memory is altered to reflect question wording. The current study explores whether this effect extends to emotional events. Five- hundred and seventy students viewed a video of a male and female having a heateddiscussion. Participants were asked, “How distressed was the female employee when they were fighting/disagreeing?” As expected, participants in the “fighting” condition recalled a greater level of distress compared to participants in the “disagreeing” condition. This suggests that the question wording merged with participant’s original memory, resulting in an altered memory of the distress demonstrated. This supports the construction hypothesis and has implications for eyewitness testimony.
The Impact of Leading Questions on Memory of Emotional Events
The accuracy of memory has interested psychologists for many years, with this topic having practical applications in eyewitness testimony. One such phenomenon that has been explored is whether leading questions can impact our memory of an event (Weiten, 2013). A leading question is phrased in such a way that it suggests a particular response is correct (Loftus & Palmer, 1974). For example, the question “did you see the red car run the stop sign?” suggests to the respondent that the red car ran the stop sign and as such they may be encouraged to agree.
Loftus (1975) suggested in the construction hypothesis that post-event information (i.e., information that we are exposed to after an event) could alter our memories by combining with our original memory for an event. As such, information provided in the form of leading questions could subsequently alter our recall of an event. Loftus and Palmer (1974) supported this theory by presenting participants with a video of a car-crash. After watching this, participants were asked, “How fast were the cars going when they hit/smashed each other?” This leading question influenced the speed that the participant recalled the cars travelling at, with those who viewed “smashed” stating that the cars were travelling at a greater speed than those who viewed “hit”. Loftus and Palmer suggested that participants reconstructed their original memory to encompass the word presented in the leading question (i.e., “hit” or “smashed”). Specifically, as “smashed” implies the cars were travelling fast, exposure to this word may have encouraged participants to estimate a higher speed. The research of Loftus and Palmer (1974) demonstrated how memory is fallible, however they only explored memories of non-emotional events involving inanimate objects (i.e., cars). During eyewitness testimony, it is important to be able to remember details of emotional events, and in particular to correctly recall other people’s emotions. As such, research examining whether memory for emotional events is malleable is required. Thus, the current study presents participants with a video of a heated discussion with the aim of exploring whether leading questions impact recall of people’s emotions. Based on the construction hypothesis, it is predicted that participants will attribute a greater level of distress to a female employee (as measured on a scale of 1-10) when presented with the more emotive word “fighting” in a leading question, than those presented with the less emotive word “disagreeing”.
Procedure
Participants were randomly allocated to the experimental condition, with approximately half in the Disagreeing condition and half in the Fighting condition. Upon entering the testing room, participants were informed that they were to watch a video of two people interacting and afterwards they would be asked to respond to a questionnaire about this video. As such, they were encouraged to pay close attention to the video. Before starting the video, participants were handed the questionnaire face down. Participants viewed the video and afterwards were instructed to complete the questionnaire. Participants were given as much time as they required to answer the questionnaire and were asked to do so in silence and individually. Upon completion of the questionnaire, participants were thanked and debriefed.
PSY101 Introduction to Psychology B
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