cognitive - Schema Flashcards
Bransford and Johnson (1972) aim
○ Investigate the effect of context on comprehension and memory of text passages.
Bransford and Johnson (1972) method
○ All participants were given a tape recorded passage
○ They were then asked to write down the passage word for word in 7 minutes.
○ There were five cnditions
§ No context - Simply heard the passage.
§ No Context (2) - Heard the passage twice.
§ Context before - Prior to hearing the passage they were given a context picture.
§ Context after - After hearing the passage they were given a context picture.
§ Partial Context - A context picture before the passage with limited context
□ All objects but rearranged.
Bransford and Johnson (1972) results
○ Out of the 14 idea units on average participants recalled
§ No Context - 3.6 idea units
§ No context (2) - 3.8 idea units
§ Context before - 8 idea units
§ Context after - 3.6 idea unit
§ Partial context - 4 idea units
○ Showing the bjects without relationships was not helpful in partial context.
○ The context of the picture lead to a mental representation.
○ The creation of schema througb context influenced the organisation of knowledge.
§ Arguably idea units are effectively encoded because in the process of encoding they are linked with schema.
Darley and Gross (1983) aim
○ Effect of scoal schemas on interpretation and perception.
Darley and Gross (1983) method
○ Group of participants were lead to believe a child came from a high socio-economic status and vice bersa for second group.
○ Both groups than watched a video of the child taking an academic test
§ They were required to judge the academic performance of the girl.
Darley and Gross (1983) results
○ Participants who thought the child came from a high SES gave considerably high ratings to the academic performance of the girl in the video.
○ This showed pre-stored schemas (SES) were used as lens through ambiguous information for biased interpretations.
Bower, Black and Turner (1979) aim
○ If in recalling a script subjects will use the underlying script to fill in the gaps of actions not specifically mentioned In the text.
Bower, Black and Turner (1979) method
○ Participants were given a passage to read.
○ A filler task
Asked to recall by writing down the story again.
Bower, Black and Turner (1979) results
○ After carrying out a 20-minute filler task participants were prone to filling in the gaps.
Anderson and Pichert (1978) aim
○ Investigate the role of schema in the recall of memory.
Anderson and Pichert (1978) method
○ Participants were assigned as a homebuyer or burglar.
○ You are asked to read a passage on what two bys did while skipping school.
§ The passage contains ideas appealing to the homebuyer and burglar
○ Two minutes to read the passage.
○ Filler verbal task (vocabulary test)
○ Two blank pages and asked to reproduce the story in much detail as possible.
○ There is another five-minute task.
○ Instruction requires you to keep perspective or change it.
○ Required to recall the text a second time without rereading.
○ 4 groups.
Anderson and Pichert (1978) results
○ For the first recall, the group with the burglar perspective recalled more burglar information and vice versa for the homebuyer.
○ The people who changed perspectives recalled more information in the second perspective.
§ Increase of 7.1%
○ Subjects that didn’t change recalled 2.9% less.
○ Schemas organise knowledge stored in memory
§ Information is perceived actively in the lens of schemas.
○ Supports the theory that schema influences retrieval of memory and encoding of it.
Although 71.1% is not large it is significant.
Bugelski and Alampay aim
○ Investigate the role of top-down processing
Bugelski and Alampay method
○ Participants would be shown an ambiguous picture after being exposed to either
§ A series of face drawings
§ A series of animal drawing
Bugelski and Alampay results
○ In the first condition, participants saw the picture as a rat
○ In the second condition, participants saw the picture as an old man.
