After each film the participants were given a questionnaire which asked them to describe the accident and then answer a series of specific questions about it. There was one critical. This question was ‘About how fast were the cars going when they hit each other?’ One group of participants were given this question. The other five groups were given the verbs smashed, collided, bumped or contacted in place of the word hit. The mean speed estimate was calculated for each group.
If the participants identified themselves as stalking victims, there were then asked a series of questions related to their stalking experience. Out of the 788 students; 65%=female; 35%=male; 75%= white students, and most students were between the ages of 18 and 25 and 85%
University of Phoenix Material Dr. Zak Case Study Instructions READ THE FOLLOWING CASE STUDY. USE THE INFORMATION IN THE CASE STUDY TO ANSWER THE ACCOMPANYING FOLLOW-UP QUESTIONS. ALTHOUGH QUESTIONS 1 & 2 HAVE SHORT ANSWERS, YOU SHOULD PREPARE A 150- TO 200-WORD RESPONSE TO EACH OF THE REMAINING QUESTIONS. CASe Study DR. ZAK DEVELOPED A TEST TO MEASURE DEPRESSION. HE SAMPLED 100 UNIVERSITY STUDENTS TO TAKE HIS FIVE ITEM TEST.
1) _______ A) 38% B) 11% C) 59% D) 10% 2) In a comprehensive road test on all new car models, one variable measured is the time it takes a car to accelerate from 0 to 60 miles per hour. To model acceleration time, a regression analysis is conducted on a random sample of 129 new cars. TIME60: y = Elapsed time (in seconds) from 0 mph to 60 mph MAX: = Maximum speed attained (miles per hour) Initially, the simple linear model E(y) = + was fit to the data. Computer printouts for the analysis are given below: UNWEIGHTED LEAST SQUARES LINEAR REGRESSION OF TIME60 CASES INCLUDED 129 MISSING CASES 0 Approximately what percentage of the sample variation in acceleration time can be explained by the simple linear model? 2) _______ A) 70% B) -17% C) 0% D) 8% 3) The variable measured in the experiment is called ____________ .
Outline and Evaluate research into the effects of age on the accuracy of eyewitness testimony. (12marks) A study done by Christianson and Hubinette (1993) found that 58 witnesses who had been threatened during bank robberies has more detailed and accurate recall of events that those not threatened, even after 15 month. However this survey has an ecological validity as it is conducted in a real life sistutaion. This shows that people are likely to remember more if they are threatened because it will increase the anxiety. Also the study of Goodman and Reed (1986) they did a study on children ages between 3-6 years and they played Simon say’s and then 5 days later they were questioned about this event.
Name: ______________________ Class: _________________ Date: _________ ID: A quiz 6.1-6.3 Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. ____ ____ 1. Determine which binomial is a factor of −2x 3 + 14x 2 − 24x + 20. a. x + 5 b. x + 20 c. x – 24 d. x – 5 2. The volume of a shipping box in cubic feet can be expressed as the polynomial 2x 3 + 11x 2 + 17x + 6. Each dimension of the box can be expressed as a linear expression with integer coefficients.
Summarise the aims and context of loftus and Palmer (1974) reconstruction of automobile destruction: an example of the interaction between language and memory. The term eyewitness testimony (EWT) is a legal term, referring to the use of witnesses (or ear witnesses) to give evidence in court concerning the identity of someone who has committed a crime. EWT links to the cognitive approach because of the three stages in which it goes through three stages. The first stage is the witness encodes into long-term memory (LTM) details of the event and the people involved. Encoding may be only partial and distorted because some crimes happen very quickly.
For example, in Loftus experiments on eye witness testimony the participants were asked to say if there was broken glass present or not. This can be objectively and accurately measured and analysed The artificial and controlled environment used can be useful in ensuring other variables are not causing the effect. For example, in experiments into Jury prejudice, factors such as the nature of the crime, gender, race, and attractiveness can be kept the same or manipulated to see which is most likely to create a bias in favour or against a defendant, thus again establishing a cause and effect relationship. This environment allows standardised procedure and instructions to be applied, meaning that each participant is having the same experience, allowing accurate comparison of individual responses. For, example, when looking at the reliability of eye witness testimony, video or slides can be used to ensure each participant witnesses the same event exactly.
Procedure: Forty-five American students formed an opportunity sample. This was a laboratory experiment with five conditions, only one of which was experienced by each participant (an independent measures design). Participants were shown slides of a car accident involving a number of cars and asked to describe what had happened as if they were eyewitnesses. They were then asked specific questions, including the question “About how fast were the cars going when they (hit/smashed/collided/bumped/contacted ) each other?” Thus, the IV was the wording of the question and the DV was the speed reported by the participants. A week after the participants saw the slides they were asked “Did you see any broken glass?” There was no broken glass shown in the slides.
These principles include: the defendants report, observed symptoms, reported symptoms by the defendant, performance on psychological testing, overall performance and how valid symptoms manifest themselves. It is also important for evaluators to examine third- party accounts : police reports,