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Schema theory with reference to research studies (8/22) (Bartlett (1932)…
Schema theory with reference to research studies (8/22)
introduction
script schemas
= info about sequence of events occurring in particular contexts eg. going to dentist
self-schemas
= info we have about ourselves eg. likes / dislikes
3 types
social schemas
= info about others stored as stereotypes eg. clever asians
mental representations that guide behaviour
schema theory = as active processors of info, we integrate new info with with existing info already stored
schemas = cognitive structures that organise our knowledge stored in memory
schemas therefore alter + thus affect the reliability of our memory
conclusion
provide an explanation of how knowledge is stored + is supported by many studies
organise our knowledge, assist recall + guide behaviour
BUT doesn't account for new info that doesn't' have a link to an existing schema
schemas affect our cognitive memory
unclear exactly how schemas are acquired + how people choose between schemas
nonetheless the theory provides insight into info processing + behaviour
contributes considerably to understanding of mental processes
requires further research + refinements to overcome limitations + clarify aspects
Bartlett (1932)
serial reproduction: 1st pp reads to 2nd pp who recalls from memory to the 3rd etc.
repeated reproduction: 1st pp recalls from memory each time to each pp
tested their memory of the story using serial + repeated reproduction
results:
both methods led to similar results
method:
all pp's read american folk tale
as number of reproductions increased, the story became shorted + simplified
Aim:
determine how social + cultural factors influence schemas + thus lead to memory distortions
eg. hunting seals > fishing
canoes > boats
rationalisation = pp's altered culturally unfamiliar things to what they were culturally familiar with
makes it more understandable + memorable according to their schemas
study shows the unreliability of memory - it's subject to reconstruction based on pre-existing schemas
didn't explicitly ask for accuracy during recalls + instructions/settings were not standardised
contributes to understanding of cognitive distortions in memory
Brewer & Treyens (1981)
results:
pp's recalled 'typical office' things according to their schema
failed to recall the wine + picnic basket in corner of room
pp's wrote down as much as they could remember from the room
pp's schemas of an office influenced their memory of it
method:
pp's exposed to an office room for 35 second before taken to another room
the wine + picnic basket weren't part of their office schematic knowledge
aim:
whether schematic knowledge of an office affects memory recall of an office
cause-effect relationship was determined from the strict control over variables
lacks ecological validity - doesn't reflect daily activity