schema Flashcards
aim of bartlett
To investigate how memory of a story is affected by previous knowledge. To see if cultural background and unfamiliarity would result in memory distortion.
bartlett participants and experimental technique
british participants
lab experiment
method and procedure bartlett
He told a native american legend - the war of the ghosts.
- Group 1: repeated reproduction. Hearing the story and being asked to reproduce it after a short period of time, then to do so again over a period of days, weeks, months or years.
- Group 2: serial reproduction. Have to recall and repeat the story to another person
results bartlett
- There was no significant difference in the ways that the groups recalled the stories
-Both groups experienced distortion (changing the story as they try to remember it) in three ways - Assimilation; the story becomes more consistent with the participants cultural expectations; to fit with british culture
- Leveling; the story came shorter each retelling due to elimination of unnecessary aspects
- Sharpening: changing the story to make sense of it using familiar cultural terms
They overall remembers the key themes but changed unfamiliar elements to align with cultural expectations
conclusion bartlett
Remembering is not passive but active, where information is retrieved and changed to fit into existing schemas. This is done to make meaning. Bartlett argues that memories are a reconstruction of experiences
strentghs bartlett
It is applicable and explains real life situations so although completed in a lab, has high ecological validity
weaknesses bartlett
- There was not a rigorous methodology. No standardized instructions and no time in which they had to recall. He also did not specify
- A true experiment aims to establish a cause and effect relation between iv the type of rehearsal and dv recall. Null hypothesis was accepted
- Though many studies claim that culture affects ability to recall, this study does not conclude this. To experiment with this a north american but even still casualty cannot be determined cuz there is no iv
- small sample
- the instructions were not standardized enough
- story is so unfarmilar it doesn’t represent real life
aim loftus and palmer study 1
Aim was to investigate whether the use of leading questions would affect speed estimation
participants loftus and palmer study 1
5 groups of 9
lab experiment
indepednent sample design
procedure loftus and palmer study 1
Iv was: intensity of the verb used
Dv: estimation of the speed
7 videos of crashes of 5-30s
independent sample design - each participant watched each video
Asked to fill out a questionnaire of what they had seen and questions; one being the important one of speed
Speed verbs:
Hit
Collided
Bumped
Smashed
Contacted
loftus and paler results study 1
Hit: 34 mph
Collided 39.3 mph
Bumped 38.1 mph
Smashed 40.8 mph
Contacted 31.8 mph
They argised the verb persuaded response and was connected to certain schemas
aim loftus and palmer study 2
They hypothesized that those who had a high speed estimation would claim that they observed broken glass
participants loftus and palner study 2
150 participants
Random allocation
Shown a crash
Asked to describe it in their own words
5o asked: samshed
50 asked: hit
50 not asked speed
One week later they were given 10 more questions
In this they were asked if they saw broken glass
There wasnt actually broken glass
results loftus and palmer study 2
Smashed speed: 10.46 mph
Hit speed: 8mph
Shashed: 16 glass
Hit: 7 glass
Control: 6 glass
So most answered correctly but smashed had the highest wrong
strengths loftus and palmer
Confounding variables can be minimized
Cause and effect relationship has been successfully established
wekanesses loftus and palmer
Lab experiments have so low ecological validity. It may not have evoked the same emotion as a real crash
Only students, low generalizability
Young and inexperienced drivers, also estimating the speed of a car is a challenging task.
aim brewer and tryens
effect of schema on endoding and retival of epsiodoci memory
participants brewer and tryens
86 psych students
lab experiment
procedure brewer and tryens
Seated in a room made to look like an office.
Many items were typical to an office such as coffee, electronics, shelves, posters
Then there was some unusual items such as a skull
Some items that were usual were omitted
Participants were deceived that they were waiting for the participant to begin whilst they were in the office, when it had already began.
Objects were placed on all chairs but one to ensure all participants had the same place in the office.
When they left the room they had 35 seconds before being asked to rember the items in the office, they were asked wether they thought they were going to be asked to rember the objects in the room, wich 93% said no.
30 in recall condition and then verbal recall
29 in drawing
27 in js verbal
recall types brewer and tryens
Recall:
write down a description of as many objects as they could remember
Shape location and size
Describe the room as if it to someone whoo had never seen it
Then they got a list of objects and asked if they had observed it in the room and their confidence of such fro 1-6
131 objects in the list w 61 present and 70 not
Drawing:
Give an outline of the room and draw remembered objects
Verbal:
Read a list of objects and asked to state wether they were in the room or not
results brewer and treyens
When asked to draw or write a paragraph: they recalled congruent schema objects
Yet the incongurent objects were not recalled
When they were asked to recall items on a list, they were more likely to identify these incongurent schemas items with confidence - yet also recalled more congruent items that werent in the room
For both drawing and paragraph they also ever so slightly shifted the setting so things were in the correct space - sticky pad on desk rather than chair
Written: correct 13.5
Inferred - 1.13
Objects remembered yet not in room -
Books 9 ppl
Filing cabinet
Telephone
However the highest was 9 and the average was 1 which is not a super high amount
strengths
⬆️internal validity- participants weren’t aware experiment began therefore no demand characteristics
⬆️ecological validity- natural office setting
weakness brewer and treyens
⬇️repeatability as ethical concern of deception
⬇️population validity as sample is not representative (only psych students)
gender schema
Superordinate schemas help children categorize objects, characteristics, and traits into basic male and female categories.
Own-sex schema are used to identify and learn information consistent with a child’s own sex.
