Schema theory with reference to research studies (8/22)

introduction

conclusion

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

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

Bartlett (1932)

Brewer & Treyens (1981)

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

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

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

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