Schemas and Recall: What would you remember if you want to rob a house?
Abstract
Pichert and Anderson (1997) conducted an experiment to see if people would remember more schema related items than non-related items. This report is based on the same experiment using the hypothesis that those who have the burglar schema are more likely to remember items from the burglar list and same for the house buyer schema. By using 12 students as participants, half were assigned either burglar or house buyer. Looking at the results and calculating the means, there was a total mean of 5.9 burglar items recalled and 3.4 house buyer. This shows that in the class, more participants recalled more burglar items, even those with the house buyer schema who remembered the mean of 5.8 burglar items and 3.8 house buyer items. So the hypothesis was given only partial support, as there was clear evidence to show that those with the burglar schema remembered related items, however the same cannot be said for the house buyer schema who also remembered more burglar related items.
In conclusion, the hypothesis was both supported and not supported. Reasons for this could include the perspectives of the participants in what they find important when looking for a place to stay as most of this group are more safety conscious than wanting a pretty place to live.
Introduction
Bartlett (1932) was the first to present the idea of schemas. He stated that association is only achieved by the knowledge that an individual already possesses.
In humans, short term memory is stored in the brain in such a way that it helps in learning and organising memory by lexical, input and output of phonemic information. Information that is stored in the short-term memory is received by nodes and is relayed when selected (Brugess, 1999). Farrell (2008) found evidence for a connection between short-term memory and the time and order of information. His results showed that participants could
References: Burgess, N; Hitch, G J.. (1999). Memory for serial order: A network model of the phonological loop and its timing. Psychological Review. 106 (3), 551-581. Bartlett, F (1932) as cited in T, H. Leahey and R, J., Harris (2001). Learning and Cognition. 5th ed. United States of America: Prentice Hall. 233. Farrell, S. (2008). Multiple roles for time in short-term memory: Evidence from serial recall of order and timing.. Journal of Experimental Psychology: Learning, Memory, and Cognition. 34 (1), 128-145. Nummenmaa, L; Peets, K; Salmivalli, C. (1659-1675). Automatic Activation of Adolescents ' Peer-Relational Schemas: Evidence From Priming With Facial Identity. Child Development. 79 (6), 2008. Pichert, James W.; Anderson, Richard C. (1977). Taking different perspectives on a story.. Journal of Educational Psychology. 69 (4), 309-315. Pierce, T; Lydon, J. (1998). Priming relational schemas: Effects of contextually activated and chronically accessible interpersonal expectations on responses to a stressful event.. Journal of Personality and Social Psychology. 75 (6), 1441-1448.