Study guide
Cognitive Study Guide (Studies, Definitions)
- Course
- Institution
- Book
Here are all the studies you will need for your IB program for the cognitive approach
[Show more]
Connected book
Book Title:
Author(s):
- Edition:
- ISBN:
- Edition:
More summaries for
-
Biological Study Guide (Studies, Definitions)
-
Sociocultural Study Guide (Studies, Definitions)
Seller
Follow
nourtarekkhalifakassem
Content preview
Nour KhalifaStudy Guide- Cogntive Approach
TOPICS STUDY DESCRIPTION KEY TERMS
Schema Barlett war Aim Schema: a mental
of ghosts • To investigate how memory of an representation of an
unfamiliar story is affected by individual's pre-
previous knowledge existing knowledge
• To investigate the effect of cultural about the world and
schemas on memory experiences in the
Method world
• Serial reproduction of a story:
students at the University in
Cambridge in Britain were told a
Native American legend called The
War of the Ghosts
• They were then asked to rewrite
the story from memory several
times after a period of days, weeks
and in some cases even months
and years
• Repeated reproduction → recall by
the same person over a period of
time (measure individual recall)
• Bartlett asked English participants
to read The War of the Ghosts, a
Native American folk tale
containing details about hunting
seals in canoes. The participants’
memory for this story was tested
by serial reproduction and
repeated reproduction. In serial
reproduction, the first participant
reads the original story and then
reproduces it on paper. The first
participant’s reproduction is read
by the second participant who also
reproduces it for a third
participant. This procedure
continues until six or seven
reproductions are completed by an
equal number of participants. In
repeated reproduction, the same
participant writes all six or seven
reproductions over many years.
Results
• Participants changed the story in
several different ways as they tried
to remember it, by shortening it,
and reconstructing it using more
, Nour Khalifa
familiar words, and in a more
logical order in an effort to make
sense of it
• Levelling, assimilation and
sharpening
• The two methods led to very
similar findings; the story became
increasingly shorter and changed
to suit the English cultural
background of the participants. For
example, ‘hunting seals’ became
‘fishing’ and ‘canoes’ became
‘boats’. What started as a very
strange story to the participants
became a traditional English story
Conclusion
• Memory is reconstructive in
nature, as people use familiar
schemas to reorganize unfamiliar
material
• Remembering is an active process,
where information is retrieved and
changed to fit into existing
schemas to create meaning in info
• Peoples memory are affected by
their own frame of understanding
of the world (cultural schema)
Evaluation
• Methodology wasn't clear, and
instructions weren’t standardized.
Intervals between reproduction
were inconsistent. Informal
collection of data
• No control group
• There is no way to identifying the
participants existing schema prior
to the experiment
Schema Brewer and Aim Cognitive process:
Treyens • To investigate the role of schema contains mental
in encoding and retrieval of processes that guide
episodic memory behaviour
Method
• 86 university psychology students Schema: a mental
• Seated in a room that was made to representation of an
look like an office which was filled individual's pre-
with typical office objects existing knowledge
o Paper, typewriter, coffee about the world and
pot, tables with tools and experiences in the
electronics, shelves, posters, world
calendars
, Nour Khalifa
• There were objects that didn’t Episodic memory:
belong in the room
o A skull or a toy top
• There were items that were
omitted
o Books
• They were asked to wait in the
professor's office while the
researcher "checked to make sure
that the previous participant had
completed the experiment." The
participant did not realize that the
study had already begun
• To make sure they payed attention
to the objects the were asked to
take a seat anywhere except for
the seat with objects on them
• This was also done to ensure they
had a position point in the room
where they can see everything in
the room
• The researcher left the room said
that he would return shortly
• They were called into another
room an asked about what they
remembered after 35 seconds
• Then to ensure no demand
characteristics they had a
questionnaire where they
answered to the question "did you
think that you would be asked to
remember the objects in the
room" and 93% said "no"
• 30 participants carried out written
recall and then verbal recognition;
29 participants carried out drawing
recall; 27 carried out verbal
recognition only
• The recall condition
o Asked to write a description
of what they remembered
from the office
o They were also asked to
state the location, shape,
size and color of the objects
o They were asked to "Write
your description as if you
were describing the room for
someone who had never
seen it."
• The drawing condition
, Nour Khalifa
o Asked to outline the room
and draw as many of the
objects as they remembered
• The verbal recognition condition
o They were read a list of
objects where they were
asked whether they were in
the room or not and to rate
their certainty of those
claimed to be in the room
• 61 were in the room
and 70 were not
• The scales were from
1-6 (1 being the
lowest)
Results
• When the participants were asked
to recall either by writing a
paragraph or by drawing, they
were more likely to remember
items in the office that were
congruent with their schema of an
office, the "expected items" were
more often recalled
• The items that were incongruent
with their schema of an office
were not often recalled
o The skull, a piece of bark or
the screwdriver
• When asked to select items on the
list, they were more likely to
identify the incongruent items; for
example, they didn't remember
the skull when doing the free recall
but they also had a higher rate of
identifying objects which were
schema congruent but not in the
room
• In both the drawing and the recall
condition, they also tended to
change the nature of the objects to
match their schema
o The pad of yellow paper that
was on a chair was
remembered as being on the
desk
o The trapezoidal work table
was recalled as square.
Conclusion
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller nourtarekkhalifakassem. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $13.49. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
80364 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now