Outline and evaluate research into the effect of misleading information on the accuracy of eyewitness testimony. Loftus and Palmer conducted a laboratory experiment. Forty-five American students were shown slides of a car accidents and then asked questions that would be asked as if they were being eyewitnesses. They were asked one specific question in five different ways to different groups of the participants, which was ‘about how fast was the car going when they; smashed, hit, bumped, collided and contacted. They found that the estimated speed was effected by the verb used in the question; smashed had the highest speed while contacted had the lowest speed.
He ordered Yatcilla to place the car against a pillar, radioed in an "auto accident" involving a "fixed object," and then ordered Colon to write a report indicating that Brady had swerved to avoid an oncoming car, mounted the sidewalk, and struck the pillar. Neither Colon nor Yatcilla seems to have objected to staging an accident or filing a false report. Yet, filing a false report commits at least two offences: Tampering with a Public Record; and Obstruction of the Administration of the Law. Each is a second-degree misdemeanor, punishable by a maximum of two years in prison. (4) Staging an accident is Insurance Fraud, a third degree felony punishable by a maximum of seven years imprisonment.
The causes of the excessive fuel consumption and stalling would later be learned were caused by a heavy carburetor float. In May of 1972 the car was only 6 months old when Mrs. Gray set out to meet up with her husband in Barstow. Along for the ride was 13-year-old Richard Grimshaw. On the way, Mrs. Gray stopped for gasoline and proceeded on her way at 60-65 milers per hour. As she was approaching her exit, Mrs. Gray moved from the left lane to the middle lane.
The PP’s were shown 7 short film clips from safety films for driver education of traffic collisions. They were then asked to write an account of what they had just seen and asked to answer some specific question and the critical question which was about the speed of the vehicles in the collision. The critical question was: 'About how fast were the cars going when they ***** each other?' The 5 conditions in experiment 1 were: Condition 1: Smashed Condition 2: Collided Condition 3: Bumped Condition 4: Hit Condition 5: Contacted The dependant variable were the speed estimates given by the PP's. In experiment 2 the PP's viewed a short film clip of a multiple car accident and were questioned about it.
For Sean, such a low grade on a math exam was an ___________________. (deviation) 3. The king mistakenly believed that he could break laws with ____________, but he found that even he was not exempt from punishment. 4. Heather’s essay discusses the _________________ (contradictory) between good and evil in Stephen King’s novels.
In Road Rage, Ferguson points out that in a recent survey that the Coalition for Consumer Health and Safety did, 64% of the people mentioned that they are driving less mannerly and more recklessly than they did about five years ago (553). We all know that road rage can be cause due to many reasons like stress at work and problems at home. Ferguson also points out that road rage could be solve if we had more police and tougher punishments (556), but we all know that won’t really help. I don’t even think that therapy for those road rage individuals would help. We all just have to pray every time we get into a car and just have patience.
They did this using 45 students. The students were shown seven clips of different traffic accidents and after each clip, they were given a questionnaire that asked them to describe the accident and then it asked them a series of question. One of these question was a critical question which asked them, "How fast were the cars going when they hit each other?". To determine the effect of misleading questions, one group was asked the above question and the other groups were asked the same question but with slightly different wording. Instead of using the word hit, Loftus and palmer replaced it with bumped, smashed, contacted and collided.
And that is to try to evade the topic and to dodge the issues that come with it. In fact, 4.5 minutes or less in an entire school year was devoted to Vietnam in the 1980s. No textbooks question whether the war in Vietnam was right or ethical. It seems, in fact, that textbooks try their utmost to mystify Vietnam. But this injures students educationally as well.
Research shows that starting at age sixty-five, elderly drivers are more likely to be involved in deadly, multicar accidents. Although seniors understandably value the independence that comes with having a driver’s license, some people should not be behind the wheel. Should one license last forever, or should elderly drivers be required to undergo periodic reevaluation?” We want to decrease in deadly car accidents, so we should start these evaluations, because there might be many elderly who still have the capabilities to drive but there’re many who aren’t capable. About a month ago I tuned in a local news channel and they were talking about a deadly car accident, two survived but 2 others died and one of the drivers was a 63 year old man, who
Approximately 1.4 million accidents occur during phone conversations and two hundred thousand from texting.3 Texting drivers may be as impaired as a driver who is legally drunk. Laws should be changed or enacted to prevent senseless accidents, and unnecessary deaths. About five thousand people die annually texting while driving.3 Three-hundred thousand people are hospitalized for injuries obtained from accidents cause by phone use in the vehicle.4 Again no state in the U.S. completely bans all cellular phone use in the vehicle for all age groups.1 Without firm, enforced laws or probations regarding phone use in vehicles this issue will continue to grow worse. 1. 2012, Texting And Distracted Driving Infograaphic, retrieved on 2014, January 27, from: