ExperimentalLab-LoftusIntroduction.pptxLearn.Mem.-2005-Loftus-361-6 loftus-original LoftusPalmer_QuestionnaireA1 xLoftusPalmer_QuestionnaireB1 xPSY305_Spring2018_ExperimentalLabReport.xlsxPSY305_Spring2018_ExperimentalLabReport.xlsx
 

• Type of paperLab Report
• SubjectPsychology
• Number of pages8
• Format of citationAPA
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• Type of serviceWriting

https://docs.google.com/spreadsheets/d/1ciK3khY2iNJtPtE9qttZsNKM3QdCBgm-O3WlxfK7yfY/edit#gid＝0 https://www.youtube.com/watch?v＝hYoMvyrDsJo. The contents of the links are essential to the experimental lab report as well as the additional files I have added

Energizing Experimental Labs by “Covering” the Oldies

Theory
Elizabeth Loftus, Ph.D. – expert on human memory
Misinformation effect, fallibility of eyewitness memory, false memories, and the controversy of recovered memories of childhood sexual trauma. Also, psychological scientist who developed important, replicable experimental paradigms: “lost in the mall” technique
Through theory, research, and practice (especially in legal settings), Dr. Loftus demonstrated…

The Malleability of Memory
“Many influences can cause memories to change or even be created anew, including our imaginations and the leading questions or different recollections of others. The knowledge that we cannot rely on our memories, however compelling they might be, leads to questions about the validity of criminal convictions that are based largely on the testimony of victims or witnesses. Our scientific understanding of memory should be used to help the legal system to navigate this minefield.”
– Elizabeth Loftus
Nature Reviews: Neuroscience (2003)

3

Video
Elizabeth Loftus, Ph.D. – TED Talk (2013)

Review

Planting misinformation in the human mind:
A 30-year investigation of the malleability
of memory
Elizabeth F.

Loftus

Department of Psychology and Social Behavior, University of California–Irvine, Irvine, California 92697-7085, USA

The misinformation effect refers to the impairment in memory for the past that arises after exposure to misleading
information. The phenomenon has been investigated for at least 30 years, as investigators have addressed a number
of issues. These include the conditions under which people are especially susceptible to the negative impact of
misinformation, and conversely when are they resistant. Warnings about the potential for misinformation sometimes
work to inhibit its damaging effects, but only under limited circumstances. The misinformation effect has been
observed in a variety of human and nonhuman species. And some groups of individuals are more susceptible than
others. At a more theoretical level, investigators have explored the fate of the original memory traces after exposure
to misinformation appears to have made them inaccessible. This review of the field ends with a brief discussion of the
newer work involving misinformation that has explored the processes by which people come to believe falsely that
they experienced rich complex events that never, in fact, occurred.

In 2005 the journal Learning & Memory published the first experi-
mental work using neuroimaging to reveal the underlying
mechanisms of the “misinformation effect,” a phenomenon that
had captured the interest of memory researchers for over a quar-
ter century (Okado and Stark 2005). These new investigators used
a variation of the standard three-stage procedure typical in stud-
ies of misinformation. Their subjects first saw several complex
events, for example one involving a man stealing a girl’s wallet.
Next some of the subjects got misinformation about the event,
such as the fact that the girl’s arm was hurt in the process (rather
than her neck). Finally the subjects were asked to remember what
they saw in the original event. Many claimed that they saw the
misinformation details in the original event. For example, they
remembered seeing the arm being hurt, not the neck. Overall, the
misinformation was remembered as being part of the original
event about 47% of the time. So, expectedly, a robust impair-
ment of memory was produced by exposure to misinformation—
the misinformation effect. But the researchers’ new work had a
twist: They went on to show that the neural activity that oc-
curred while the subjects processed the events and later the mis-
information predicted whether a misinformation effect would
occur.

In an essay that accompanied the Okado and Stark findings,
I placed their results within the context of 30 years of research on
behavioral aspects of the misinformation effect (Loftus 2005).
Their work received much publicity, and boosted public interest
in the misinformation effect as a scientific phenomenon. For
example, WebMD (Hitti 2005) touted the new findings showing
that brain scans can predict whether the memories would be
accurate or would be infected with misinformation. And the Ca-
nadian press applauded the study as being the first to investigate
how the brain encodes misinformation (Toronto Star 2005).

So what do we know about the misinformation effect after
30 years? The degree of distortion in memory observed in the
Okado and Stark neuroimaging study has been found in hun-
dreds of studies involving a wide variety of materials. People have

recalled nonexistent objects such as broken glass. They have been
misled into remembering a yield sign as a stop sign, hammers as
screwdrivers, and even something large, like a barn, that was not
part of the bucolic landscape by which an automobile happened
to be driving. Details have been planted into memory for simu-
lated events that were witnessed (e.g. a filmed accident), but also
into memory for real-world events such as the planting of
wounded animals (that were not seen) into memory for the scene
of a tragic terrorist bombing that actually had occurred in Russia
a few years earlier (Nourkova et al. 2004). The misinformation
effect is the name given to the change (usually for the worse) in
reporting that arises after receipt of misleading information.
Over its now substantial history, many questions about the mis-
information effect have been addressed, and findings bearing on
a few key ones are summarized here.

1. Under what conditions are people particularly susceptible to
the negative impact of misinformation? (The When Question)

2. Can people be warned about misinformation, and successfully
resist its damaging influence?

3. Are some types of people particularly susceptible? (The Who
Question)

4. When misinformation has been embraced by individuals,
what happens to their original memory?

5. What is the nature of misinformation memories?
6. How far can you go with people in terms of the misinforma-

tion you can plant in memory?

The When Question
Long ago, researchers showed that certain experimental condi-
tions are associated with greater susceptibility to misinformation.
So, for example, people are particularly prone to having their
memories be affected by misinformation when it is introduced
after the passage of time has allowed the original event memory
to fade (Loftus et al. 1978). One reason this may be true is that
with the passage of time, the event memory is weakened, and
thus, there is less likelihood that a discrepancy is noticed while
the misinformation is being processed. In the extreme, with su-
per-long time intervals between an event and subsequent misin-
formation, the event memory might be so weak that it is as if it

E-mail eloftus@uci.edu; fax (949) 824-3285.
Article published online ahead of print. Article and publication date are at
http://www.learnmem.org/cgi/doi/10.1101/lm.94705.

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had not been presented at all. No discrepancy between the mis-
information and original memory would be detected, and the
subject might readily embrace the misinformation. These ideas
led to the proposal of a fundamental principle for determining
when changes in recollection after misinformation would occur:
the Discrepancy Detection principle (Tousignant et al. 1986). It
essentially states that recollections are more likely to change if a
person does not immediately detect discrepancies between mis-
information and memory for the original event. Of course, it
should be kept in mind that false memories can still occur even
if a discrepancy is noticed. The rememberer sometimes thinks,
“Gee, I thought I saw a stop sign, but the new information men-
tions a yield sign, I guess I must be wrong and it was a yield sign.”
(Loftus and Hoffman 1989).

The other important time interval is the period between the
misinformation and the test. One study asked subjects to say
whether a key item was part of the event only, part of the mis-
information, in both parts, or in neither. Misinformation effects
occur when subjects say that the item is part of the event only, or
that the item was in both parts. Overall, subjects were slightly
more likely to say “both” (22%) than “event only” (17%). But the
timing of the test affected these ratios. With a short interval
between the misinformation and the test, subjects are less likely
to claim that the misinformation item was in the event only
(Higham 1998). This makes sense. If subjects have recently read
the misinformation they might well remember doing so when
tested and at the same time might also incorrectly believe that
they also saw the misinformation detail during an original event.

Temporarily changing someone’s state can increase misin-
formation effects. So for example, if people are led to believe that
they have drunk alcohol, they are more susceptible (Assefi and
Garry 2002), and when people are hypnotized, they are more
susceptible (Scoboria et al. 2002). These temporary states may
have the effect of disrupting the ability of subjects to detect dis-
crepancies between the misinformation and what remains of
their original memory.

Warnings
Long ago, researchers showed that warning people about the fact
that they might in the future be exposed to misinformation
sometimes helps them resist the misinformation. However, a
warning given after the misinformation had been processed did
not improve the ability to resist its damaging effects (Greene et
al. 1982). The lack of effectiveness of post-misinformation warn-
ings presumably occurred because the misinformation had al-
ready been incorporated into the memory and an altered
memory now existed in the mind of the individual. The research
on warnings fits well with the Discrepancy Detection principle. If
people are warned prior to reading post-event information that
the information might be misleading, they can better resist its
influence, perhaps by increasing the likelihood that the person
scrutinizes the post-event information for discrepancies.

More recent work suggests that warning people that they
may have in the past been exposed to misinformation (post-
misinformation warnings) may have some success, but only in
limited circumstances. In one study, an immediate post-
misinformation warning helped subjects resist the misinforma-
tion, but only when the misinformation was in a relatively low
state of accessibility. With highly accessible misinformation, the
immediate post-misinformation warnings didn’t work at all. (The
accessibility of misinformation can be enhanced by presenting it
multiple times versus a single time). Moreover, it didn’t seem to
matter whether the warning was quite general or item-specific
(Eakin et al. 2003). The general warning informed subjects that
the narrative they had read referred to some objects and events

from the slides in an inaccurate way. The specific warning ex-
plicitly mentioned the misleading details (e.g., they would be
told the misinformation was about the tool). Eakin et al. ex-
plained these results with several hypotheses. They favored a
suppression hypothesis, which states that when people get a
warning, they suppress the misinformation and it has less ability
to interfere with answering on the final test. Moreover they sug-
gested that the entire context of the misinformation might be
suppressed by the warning. Suppression might have more trouble
working when misinformation is too accessible. Also, highly ac-
cessible misinformation might distract the subject from thinking
to scrutinize the misinformation for discrepancies from some
presumably overwhelmed original event memory.

The Who Question
Misinformation affects some people more than others. For one
thing, age matters. In general young children are more suscep-
tible to misinformation than are older children and adults (see
Ceci and Bruck 1993). Moreover, the elderly are more susceptible
than are younger adults (Karpel et al. 2001; Davis and Loftus
2005). These age effects may be telling us something about the
role of cognitive resources, since we also know that misinforma-
tion effects are stronger when attentional resources are limited.
In thinking about these age effects, it should probably be em-
phasized that suggestion-induced distortion in memory is a phe-
nomenon that occurs with people of all ages, even if it is more
pronounced with certain age groups.

In terms of personality variables, several have been shown
to be associated with greater susceptibility to misinformation
such as empathy, absorption, and self-monitoring. The more one
has self-reported lapses in memory and attention, the more sus-
ceptible one is to misinformation effects. So, for example, Wright
and Livingston-Raper (2002) showed that about 10% of the vari-
ance in susceptibility to misinformation is accounted for by dis-
sociation scores that measure the frequency of such experiences
as how often a person can’t remember whether he did something
or just thought about doing that thing (see Davis and Loftus 2005
for a review of these personality variables).

Interestingly, misinformation effects have also been ob-
tained with some unusual subject samples, including three-
month-old infants (Rovee-Collier et al. 1993), gorillas (Schwartz
et al. 2004), and even with pigeons and rats (Harper and Garry
2000; M. Garry and D.N. Harper, in prep.). One challenging as-
pect of these studies is finding ways to determine that misinfor-
mation had taken hold in species that are unable to explicitly say
so. Take pigeons, for example. They have an amazing ability to
remember pictures that they were shown as long as two years
earlier (Vaughan and Greene 1983, 1984). But their otherwise
good memory can be disrupted by misinformation. In two dif-
ferent studies, Harper and Garry examined misinformation ef-
fects in pigeons by using an entirely visual paradigm (see also M.
Garry and D.N. Harper, in prep.). First, the pigeons saw a light
(let’s say a red light). They had been trained over many many
trials to peck the light to show that they had paid attention to it.
After they pecked the light, it turned off. After a delay, the pi-
geons were exposed to post-event information, where they saw
either the same colored light or a different colored light. They
had to peck this light, too. Then came the test: The pigeons saw
the original light and a novel colored light. If they pecked the
originally correct color, they got food. If they pecked the novel
color, they got no food. The pigeons were more accurate when
the post-event experience did not mislead them. Moreover, like
humans, pigeons are more susceptible to the misinformation if it
occurs later in the original–final test interval than if it occurs
early in that interval. M. Garry and D.N. Harper (in prep.) make

Loftus

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the point that knowing that pigeons and humans respond the
same way to misleading information provides more evidence
that the misinformation effect is not just a simple matter of ret-
rograde interference. Retrograde interference is a mere disruption
in performance, not a biasing effect. That is, it typically makes
memory worse, but does not pull for any particular wrong an-
swer. But for pigeons, like humans, who use the misinformation
differentially depending on when they are exposed to it, the
misinformation appears to have a specific biasing effect too. The
observation of a misinformation effect in nonverbal creatures
also suggests that the misinformation effects are not a product of
mere demand characteristics. That is, they are not produced by
“people” who give a response just to please the experimenter,
even when it is not the response they think they should give.

The fate of the original memory?
One of the most fundamental questions one can ask about
memory is the question about the permanence of our long-term
memories. If information makes it way into our long-term
memories, does it stay there permanently even when we can’t
retrieve it on demand? Or do memory traces once stored become
susceptible to decay or damage or alteration? In this context, we
can pose the more specific question: When misinformation is
accepted and incorporated into a person’s recollection, what
happens to their original memory? Does the misinformation im-
pair the original memory, perhaps by altering the once-formed
traces? Or does the misinformation cause retrieval impairment,
possibly by making the original memory less accessible?

A lively debate developed in the 1980s when several inves-
tigators rejected the notion that misinformation causes any type
of impairment of memory (McCloskey and Zaragoza 1985). In-
stead, they explicitly and boldly pressed the idea that misinfor-
mation had no effect on the original event memory. Misinfor-
mation, according to this view, merely influences the reports of
subjects who never encoded (or for other reasons can’t recall) the
original event. Instead of guessing at what they saw, these sub-
jects would be lured into producing the misinformation re-
sponse. Alternatively, the investigators argued that misinforma-
tion effects could be arising because subjects remember both
sources of information but select the misleading information be-
cause, after deliberation, they conclude it must be correct.

To support their position, McCloskey and Zaragoza (1985)
devised a new type of test. Suppose the subjects saw a burglar pick
up a hammer and received the misinformation that it was a
screwdriver. The standard test would allow subjects to select be-
tween a hammer and a screwdriver. On the standard test, control
subjects who had not received the misinformation would tend to
select the hammer. Many subjects exposed to misinformation
(called misled subjects) would, of course, select the screwdriver,
producing the usual misinformation test. In the new test, called
the “Modified Test,” the misinformation option is excluded as a
response alternative. That is, the subjects have to choose between
a hammer and a totally novel item, wrench. With the modified
test, subjects were very good at selecting the original event item
(hammer, in this example), leading McCloskey and Zaragoza to
argue that it was not necessary to assume any memory impair-
ment at all—neither impairment of traces nor impairment of
access to traces. Yet later analyses of a collection of studies using
the modified test showed that small misinformation effects were
obtained even when these unusual types of tests were employed
(Ayers and Reder 1998), and even when nonverbal species were
the subjects of the experiments.

While space is too limited to present the myriad paradigms
that were devised by investigators wishing to explore the fate of
the original memory (e.g., Wagenaar and Boer 1987; Belli 1989;

Tversky and Tuchin 1989), suffice it to say that the entire debate
heightened appreciation for the different ways by which people
come to report a misinformation item as their memory. Some-
times this occurs because they have no original memory (it was
never stored or it has faded). Sometimes this occurs because of
deliberation. And sometimes it appears as if the original event
memories have been impaired in the process of contemplating
misinformation. Moreover, the idea that you can plant an item
into someone’s memory (apart from whether you have impaired
any previous traces) was downright interesting in its own right.

The nature of misinformation memories
Subjectively, what are misinformation memories like? One at-
tempt to explore this issue compared the memories of a yield sign
that had actually been seen in a simulated traffic accident, to the
memories of other subjects who had not seen the sign but had it
suggested to them (Schooler et al. 1986). The verbal descriptions
of the “unreal” memories were longer, contained more verbal
hedges (I think I saw . . .), more references to cognitive opera-
tions (After seeing the sign the answer I gave was more of an
immediate impression . . .), and fewer sensory details. Thus sta-
tistically a group of real memories might be different from a
group of unreal ones. Of course, many of the unreal memory
descriptions contained verbal hedges and sensory detail, making
it extremely difficult to take a single memory report and reliably
classify it as real or unreal. (Much later, neurophysiological work
would attempt to distinguish real from unreal memories, a point
we return to later).

A different approach to the nature of misinformation
memories came from the work of Zaragoza and Lane (1994) who
asked this question: Do people confuse the misleading sugges-
tions for their “real memories” of the witnessed event? They
asked this question because of the real possibility that subjects
could be reporting misinformation because they believed it was
true, even if they had no specific memory of seeing it. After
numerous experiments in which subject were asked very specific
questions about their memory for the source of suggested items
that they were embracing, the investigators concluded that mis-
led subjects definitely do sometimes come to remember seeing
things that were merely suggested to them. They referred to the
phenomenon as the “source misattribution effect.” But they also
noted that the size of the effect can vary, and emphasized that
source misattributions are not inevitable after exposure to sug-
gestive misinformation.

How much misinformation can you plant in one mind?:
Rich false memories
It is one thing to change a stop sign into a yield sign, to make a
person believe that a crime victim was hurt in the arm instead of
the neck, or to add a detail to an otherwise intact memory. But it
is quite another thing to plant an entire memory for an event
that never happened. Researchers in the mid-1990s devised a
number of techniques for planting whole events, or what have
been called “rich false memories.” One study used scenarios
made up by relatives of subjects, and planted false memories of
being lost for an extended time in a shopping mall at age 6 and
rescued by an elderly person (Loftus 1993; Loftus and Pickrell
1995). Other studies used similar methods to plant a false
memory that as a child the subject had had an accident at a
family wedding (Hyman Jr. et al. 1995), had been a victim of a
vicious animal attack (Porter et al. 1999), or that he or she had
nearly drowned and had to be rescued by a lifeguard (Heaps and
Nash 2001).

Planting misinformation in the human mind

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Sometimes subjects will start with very little memory, but
after several suggestive interviews filled with misinformation
they will recall the false events in quite a bit of detail. In one
study, a subject received the suggestion that he or she went to the
hospital at age 4 and was diagnosed as having low blood sugar
(Ost et al. 2005). At first the subject remembered very little:
“. . . I can’t remember anything about the hospital or the place.
It was the X general hospital where my mum used to work? She
used to work in the baby ward there . . . but I can’t . . . no. I know
if I was put under hypnosis or something I’d be able to remember
it better, but I honestly can’t remember.” Yet in the final inter-
view in week 3, the subject developed a more detailed memory
and even incorporated thoughts at the time into the recollection:
“ . . . I don’t remember much about the hospital except I know it
was a massive, huge place. I was 5 years old at the time and I was
like ‘oh my God I don’t really want to go into this place, you
know it’s awful’ . . . but I had no choice. They did a blood test on
me and found out that I had a low blood sugar . . .”

Taken together these studies show the power of this strong
form of suggestion. It has led many subjects to believe or even
remember in detail events that did not happen, that were com-
pletely manufactured with the help of family members, and that
would have been traumatic had they actually happened.

Some investigators have called this strong form of sugges-
tion the “familial informant false narrative procedure” (Lindsay
et al. 2004); others find the term awfully cumbersome, and prefer
to simply call the procedure the “lost-in-the-mall” technique,
after the first study that used the procedure. Across many studies
that have now utilized the “lost-in-the-mall” procedure, an av-

erage of ∼30% of subjects have gone on to produce either partial
or complete false memory (Lindsay et al. 2004). Other tech-
niques, such as those involving guided imagination (see Libby
2003 for an example), suggestive dream interpretation, or expo-
sure to doctored photographs, have also led subjects to believe
falsely that they experienced events in their distant and even in
their recent past (for review, see Loftus 2003).

A concern about the recent work showing the creation of
very rich false beliefs and memories is that these might reflect
true experiences that have been resurrected from memory by the
suggestive misinformation. To counter that concern, some inves-
tigators have tried to plant implausible or impossible false memo-
ries. In several studies subjects were led to believe that they met
Bugs Bunny at a Disney Resort after exposure to fake ads for
Disney that featured Bugs Bunny. An example of an ad contain-
ing the false Bugs Bunny information is shown in Figure 1; sub-
jects simply evaluate the ad on a variety of characteristics. In one
study, the single fake ad led 16% of subjects to later claim that
they had met him (Braun et al. 2002), which could not have
occurred because Bugs Bunny is a Warner Brothers character and
would not be seen at a Disney resort. Later studies showed even
higher rates of false belief, and that the ads that contained a
picture of Bugs produced more false memories than ads that con-
tained only a verbal mention (Braun-LaTour et al. 2004.) While
obviously less complex, these studies dovetail nicely with real-
world examples in which individuals have come to develop false
beliefs or memories for experiences that are implausible or im-
possible (e.g., alien abduction memories, as studied by McNally
and colleagues 2004).

Figure 1. Fake advertisements showing Bugs Bunny at a Disney resort, used to plant false beliefs in Braun et al. (2002) and Braun-LaTour et al. (2004).

Loftus

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Concluding remarks
Misinformation can cause people to falsely believe that they saw
details that were only suggested to them. Misinformation can
even lead people to have very rich false memories. Once em-
braced, people can express these false memories with confidence
and detail. There is a growing body of work using neuroimaging
techniques to assist in locating parts of the brain that might be
associated with true and false memories, and these reveal the
similarities and differences in the neural signatures (e.g., Curran
et al. 2001; Fabiani et al. 2000). Those with strong interests in
neuroscience will find interesting the recent neuroimaging and
electrophysiological studies suggesting that sensory activity is
greater for true recognition than false recognition (Schacter and
Slotnick 2004). These studies suggest, more explicitly, that the
hippocampus and a few other cortical regions come into play
when people claim to have seen things that they didn’t see. But,
keep in mind that for the most part these studies are done with
relatively pallid sorts of true and false memories (e.g., large col-
lections of words or simple pictures). With the Okado and Stark
(2005) neuroimaging investigation of misinformation we are one
step closer to developing some techniques that might enable us
to use neural activity to tell whether a report about a complex
event is probably based on a true experience or whether it is based
on misinformation. We are still, however, a long way from a reliable
assessment when all we have is a single memory report to judge.

In the real world, misinformation comes in many forms.
When witnesses to an event talk with one another, when they are
interrogated with leading questions or suggestive techniques,
when they see media coverage about an event, misinformation
can enter consciousness and can cause contamination of
memory. These are not, of course, the only source of distortion in
memory. As we retrieve and reconstruct memories, distortions
can creep in without explicit external influence, and these can
become pieces of misinformation. This might be a result of in-
ference-based processes, or some automatic process, and can per-
haps help us understand the distortions we see in the absence of
explicit misinformation (e.g., Schmolck et al.’s [2000] distortions
in recollections of the O.J. Simpson trial verdict).

An obvious question arises as to why we would have evolved
to have a memory system that is so malleable in its absorption of
misinformation. One observation is that the “updating” seen in
the misinformation studies is the same kind of “updating” that
allows for correction of incorrect memories. Correct information
can supplement or distort previously stored error, and this, of
course, is a good thing. Whatever the misinformation reveals
about normal memory processes, one thing is clear: the practical
implications are significant. The obvious relevance to legal dis-
putes, and other real-world activities, makes it understandable
why the public would want to understand more about the mis-
information effect and what it tells us about our malleable
memories.

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Elizabeth F. Loftus

of the malleability of memory
Planting misinformation in the human mind: A 30-year investigation

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LOFTUS, ELIZABETH F., Reconstruction of Automobile Destruction: An Example of the
Interaction Between Language and Memory , Journal of Verbal Learning and Verbal Behavior,
13:5 (1974:Oct.) p.585

LOFTUS, ELIZABETH F., Reconstruction of Automobile Destruction: An Example of the
Interaction Between Language and Memory , Journal of Verbal Learning and Verbal Behavior,
13:5 (1974:Oct.) p.585

LOFTUS, ELIZABETH F., Reconstruction of Automobile Destruction: An Example of the
Interaction Between Language and Memory , Journal of Verbal Learning and Verbal Behavior,
13:5 (1974:Oct.) p.585

LOFTUS, ELIZABETH F., Reconstruction of Automobile Destruction: An Example of the
Interaction Between Language and Memory , Journal of Verbal Learning and Verbal Behavior,
13:5 (1974:Oct.) p.585

LOFTUS, ELIZABETH F., Reconstruction of Automobile Destruction: An Example of the
Interaction Between Language and Memory , Journal of Verbal Learning and Verbal Behavior,
13:5 (1974:Oct.) p.585

LOFTUS, ELIZABETH F., Reconstruction of Automobile Destruction: An Example of the
Interaction Between Language and Memory , Journal of Verbal Learning and Verbal Behavior,
13:5 (1974:Oct.) p.585

Today you will be a participant in an experimental paradigm, developed from already published psychological research. Your answers will be collected as data and analyzed in aggregate. There are no significant risks or benefits associated with your participation. Please sign below indicating your willingness to participate, for educational purposes only.

Name (Print): __________________________ Name (Signature): _________________________

[Short video will play. Please turn the page after video finishes.]

1. About how fast were the cars going when they smashed into each other (mph)?

2. Did you see any broken glass? (Circle Answer)

Yes No

DEMOGRAPHICS

(Please circle the best answer when applicable)

1. What is your gender?

Female

Male

Other (specify)

2. Write your age (in years): ______________________

3. Are you

White

,

Black or African-American

,

American Indian or Alaskan Native

,

Asian

, Native Hawaiian or other Pacific islander, or some other race?

White
Black or African-American
American Indian or Alaskan Native
Asian

Native Hawaiian or other Pacific Islander

From multiple races

Some other race (please specify)

4. Are you

Mexican

,

Mexican-American

,

Chicano

,

Puerto Rican

,

Cuban

,

Cuban-American

, or some other Spanish, Hispanic, or Latino group?

I am not Spanish, Hispanic, or Latino

Mexican
Mexican-American
Chicano
Puerto Rican

Cuban
Cuban-American

Some other Spanish, Hispanic, or Latino group

From multiple Spanish, Hispanic, or Latino groups

Today you will be a participant in an experimental paradigm, developed from already published psychological research. Your answers will be collected as data and analyzed in aggregate. There are no significant risks or benefits associated with your participation. Please sign below indicating your willingness to participate, for educational purposes only.

Name (Print): __________________________ Name (Signature): _________________________

[Short video will play. Please turn the page after video finishes.]

1. About how fast were the cars going when they hit into each other (mph)?

2. Did you see any broken glass? (Circle Answer)

Yes No

DEMOGRAPHICS

(Please circle the best answer when applicable)

1. What is your gender?

Female

Male

Other (specify)

2. Write your age (in years): ______________________

3. Are you

White

,

Black or African-American

,

American Indian or Alaskan Native

,

Asian

, Native Hawaiian or other Pacific islander, or some other race?

White
Black or African-American
American Indian or Alaskan Native
Asian

Native Hawaiian or other Pacific Islander

From multiple races

Some other race (please specify)

4. Are you

Mexican

,

Mexican-American

,

Chicano

,

Puerto Rican

,

Cuban

,

Cuban-American

, or some other Spanish, Hispanic, or Latino group?

I am not Spanish, Hispanic, or Latino

Mexican
Mexican-American
Chicano
Puerto Rican

Cuban
Cuban-American

Some other Spanish, Hispanic, or Latino group

From multiple Spanish, Hispanic, or Latino groups

Sheet1

Condition (Under 60 years or Over 60 years)

Age

Student Initials

Participant#

Verbal Label Condition (Smashed or Hit)

Age

Speed (mph)

Broken Glass? (Y or N)

Gender

Race

Ethnicity

2

>Sheet

1

or

)

Condition (

years or

years)

or

)

Age

2 Hit Over 60

0

Y

Hit Over 60

Y

EV 3 Smashed

N Female

From multiple races

1 Smashed Under 60

Y Male

3 Smashed Over 60

N Female

I am not Spanish, Hispanic or Latino

DB 4 Smashed Under 60 50 Y Female

Black or African-American I am not Spanish, Hispanic or Latino

JT 2 Hit Under 60

Y Female

Black or African-American I am not Spanish, Hispanic or Latino

DB 2 Hit Over 60 65 Y Male

White I am not Spanish, Hispanic or Latino

DB 1 Hit Under 60 60 N Male 31 Black or African-American

4 Smashed Under 60

N Female 24 Asian I am not Spanish, Hispanic, or Latino

DJC 1 Hit Over 60 60 N Female

White I am not Spanish, Hispanic, or Latino

DJC 2 Hit Under 60 45 N Female

White I am not Spanish, Hispanic, or Latino

DJC 3 Smashed Over 60 62 Y Male 62 White I am not Spanish, Hispanic, or Latino

4 Hit Over 60 70 N Female 62 From multiple races I am not Spanish, Hispanic, or Latino

LM 3 Smashed Over 60

N Female

White I am not Spanish, Hispanic, or Latino

1 Smashed Under 60 60 N Female

White I am not Spanish, Hispanic, or Latino

LM 4 Smashed Under 60

N Female 31

PH 4 Hit Over 60 80 N Female

Some other Spanish, Hispanic, Latino group

PH 2 Smashed Over 60 50 N Female 60 Some other race (Hispanic)

PH 3 Hit Under 60 25 N Female

Some other race (Hispanic) Puerto Rican

LM 2 Hit Under 60 60 N Female

From multiple races Puerto Rican

TV 2 Smashed Under 60 40 N Female

Some other race (Hispanic) Puerto Rican

TV 1 Hit Under 60 50 N Female 40 From multiple races Some other Spanish, Hispanic, Latino group

2 Hit Over 60 50 N Male 62 Some other race (Hispanic) Some other Spanish, Hispanic, Latino group

DA 1 Smashed Over 60 55 N Female 65

Some other Spanish, Hispanic, Latino group

DA 4 Hit Under 60

Y Male

Some other race (Latino) Some other Spanish, Hispanic, Latino group

DA 3 Smashed Under 60 35 N Male 19 Some other race (Latino) Some other Spanish, Hispanic, Latino group
EV 4 Hit Over 60 40 Y Female 61 White Some other Spanish, Hispanic, Latino group
TV 4 Smashed Over 60 55 Y Female 60 White Some other Spanish, Hispanic, Latino group
JT 4 Smashed Over 60 50 N Male

From multiple races Some other Spanish, Hispanic, Latino group

3 Hit Over 60 60 Y Male 62 Black or African-American Some other Spanish, Hispanic, Latino group

JT1 4 Smashed Under 60 70 Y Male 30 Black or African-American Some other Spanish, Hispanic, Latino group
JT1 2 Hit Under 60 60 Y Male

Some other race (Hispanic) Some other Spanish, Hispanic, Latino group

JT1 1 Smashed Over 60

N Female 67 Black or African-American Some other Spanish, Hispanic, Latino group

JT 3 Hit Over 60 80 N Female 62 Some other race (Hispanic) Some other Spanish, Hispanic, Latino group
EV 1 Smashed Under 60 25 N Female 21 White

	Participant#	Verbal Label Condition (																		Smashed																		Hit		Age					Under								60																		Over 60	Speed (mph)	Broken Glass? (													Y																							N	Gender	Race	Ethnicity
			EV											4												Male	74										White	Cuban-American
			TV									3			55																								Female			65						From multiple races	From multiple Spanish, Hispanic, or Latino groups
												Under 60			70	22								I am not Spanish, Hispanic, or Latino
			JT						50	18		Asian					I am not Spanish, Hispanic or Latino
			DB			25	63							Black or African-American
		31
	45		19
						62
I am not Spanish, Hispanic, Latino
			DJC		24
	67
23
			LM
			40		61
			PH	27
		80	Some other race															Some other Spanish, Hispanic, Latino group
71							Some other race (Hispanic)
			Puerto Rican
28
	35
36
			DA
		Some other race (Latino)
	30		21
66
			JT1
37
90
N/A