Memory reconstructs based on cultural expectations.
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Bartlett 1932 Aim
To investigate how memory of a story is affected by previous knowledge.
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Bartlett 1932 Method
Experiment (Participants: British)
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Bartlett 1932 Procedure
Repeated reproduction (heard story -> recall)
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Serial reproduction (recall the story and repeat to another)
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Bartlett 1932 Results
No significant difference in the way they recalled the story
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Three patterns of distortion (assimilation: more consistent with participants own cultural expectations, leveling: story became shorter, and sharpening (changing order based on cultural schemas)
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Bartlett 1932 Conclusion
Remembering is not a passive but an active process where information is retrieved and changed to fit in existing schemas
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Social Schema
mental representations about various groups of people
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Scripts Schema
about sequence of events
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Self Schema
mental representations about ourselves
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Anderson and Pichert (1978) Aim
investigate the influence of schema on the retrieval of information from long-term memory
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Anderson and Pichert (1978) Method
experiment with mixed design (participant: Psych students)
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Anderson and Pichert (1978) Procedure
homebuyer or burglar perspective through a text
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read text, filler activity (focus on LTM) 12 min verbal task, then write story, another filler task 5 min then change or keep same perspective and reproduce story
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Anderson and Pichert (1978) Results
1st recall: memory recall focused on perspective
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2nd recall: changed perspective recalled 7.1% but same perspective recalled 2.9%
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Anderson and Pichert (1978) Conclusion
process of retrieval of already stored information from memory
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Bransford and Johnson (1972) Aim
to investigate the effect of context on comprehension and memory of text passages
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Bransford and Johnson (1972) Method
experiment (independent measures design)
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participants: 50 male and female high school students
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Bransford and Johnson (1972) Procedure
1. no context: heard passage once
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2. no context: heard passage twice
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3. context picture before
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4. context picture after
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5. partial context before
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recall story and score based on knowledge units
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Bransford and Johnson (1972) Results
scores based on 14 idea units
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context before had highest recall of 0.8
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Bransford and Johnson (1972) Conclusion
full context picture creates a mental representation (schema) of the story and increases encoding of new information
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Darley and Gross (1983) Aim
social schemas influence interpretation of ambiguous social information
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Darley and Gross (1983) Method
experiment (independent samples)
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Darley and Gross (1983) Procedure
both groups saw a video of a girl taking an academic test
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group 1: believed girl was from low SES background
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group 2: believed girl was from high SES background
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required to rate the academic performance of girl
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Darley and Gross (1983) Results
academic performance significantly higher in high SES
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Darley and Gross (1983) Conclusion
SES social schemas influenced the way individuals judged/perceived the ambiguous situation
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Strengths of Schema Theory
useful explaining many cognitive processes (perception, memory, problem solving)
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helps understand reconstructive memory
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Limitations of Schema Theory
schema theory is too vague and heavy focus on inaccuracies of memory
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Flashcard (28)