Effect of Pre-Existing Schemas on Memory Recall

Effect of Pre-Existing Schemas on Memory Recall Aasimah Nabeebocus Abstract: Previous research has shown that everyday memory fails in being able to recall and represent data accurately, measured using a drawing task and recognition task. Researchers have explained this in terms of a schema theory. That is individuals recall and represent information based on their pre-existing schemas. However much research conducted in this field, is outdated, therefore this current study aimed to shed light on this by using the same procedure as †¦Results indicate that while there was a significant difference in the representation of the clock between the copy and memory condition. No significant differences were found in the choice of recall by participants in the memory or copy condition. The result partially supports some previous research, and the implications of this finding suggest potential real life applications. Historically researchers have highlighted the importance of everyday memory. But contrary to this popular view emerging research have actually shown that everyday memory lacks accuracy and lead to biases in perception of everyday objects and situations. Nickerson and Adams (1982) investigated this idea whereby participants were instructed to recall and draw both sides of a U.S. penny. They found that recall was inaccurate and relatively poor, and that the features identified by the participants did not match correctly to the ones on the coin. Morris (1988) who investigated this further found that British students who were asked to identify and recall the right coin, only a small (15 %) percentage of students were able to recall the appearance of the coin. This indicates that simply looking at an object constantly does not necessarily mean that we pay attention and that the memory formed is correctly retained. Cohen (1989) proposes a theory that best explains this notion of failure in accurate memory recall. Schema theory suggests that our capacity to recall information is based on existing knowledge and prior experiences. In addition, it claims that our day-to-day memory â€Å"consists of a set of schemas, or knowledge structures through which we form our knowledge of objects, situations, events, or actions t learnt from previous experience†. A study that lends firm support to this theory was examined by Allport and Postman (1947). In their study participants were shown a photograph of a black male being menaced by a white male on the subway. When participants were questioned afterwards about the offender, participants were more likely to recall and identify the black man as the offender. It appears therefore that limiting ourselves to what we already know can biased one’s view on how they may perceived and recall a situation or person. Furthermore, a study by Williams and Richards (1993) investigated the effect of everyday memory on our ability to accurately recall roman numbers on a clock. The advantage of using such method was useful , as the number four was represented differently on a clock than to how it appears in roman numerals. Therefore, by varying the conditions in which participants engaged, they were able to detect whether participants resorted to using their schematic memory when trying to draw and recall the numbers on the clock. The three conditions included: (forewarned) where participants were instructed to look at the clock for a short period of time, as they would be asked to draw it after it had been taken away from their sight, (surprise) in this condition participants were simply asked to look at the clock, then later asked to draw it once it had been taken away, (copy) in this condition participants were instructed to draw the clock that appeared in front of them. Their results indicated that in the forewarned and surprise condition, participants were more likely to make mistakes and draw the figure four as â€Å"IV†, whereas those participants in the copy condition drew the figure four precisely to how it appeared on the clock e.g. â€Å"IIII†. Therefore it appears that the participants in the two memory conditions were more likely to recall information based on their schematic memory, this supports the theory that schemas do directly influence how we recall and represent information. However a limitation that stems from this study is that the participants in the copy condition were effortlessly drawing the clock that appeared in front of them, therefore schemas were not useful when asked to draw the clock. A study that accounts for this limitation is by Richard, French and Harris (1996). In their study the same method was applied, as participants engaged in 3 conditions, (forewarned, surprise, copy) and were asked to draw the clock but additionally they were asked to participate in a recognition task afterwards. Their results showed that the participants in the copy condition, when asked to choose between two pictures and identify which of the two clocks presented to them had the correct figure i.e. (4). Participants were more likely to recall the figure (4) being represented as â€Å"IV’ on the clock rather than â€Å"IIII†. In sum, while these findings provide evidence that schemas do have an impact on our ability to recall and recognise information. Much of the research conducted is outdated. Therefore, the findings cited above suggests that more recent research is to be conducted to find out whether the same results would be obtained at this present time. For this reason, the current study aimed to repeat the same procedure used in previous research in order to shed light on this issue. Since findings have been consistent, we proposed two experimental hypothesis based on Richard Harris (1993) and French Harris’ (1996) findings , which is stated below: H1: In the drawing task, there will be a significant difference between the two conditions i.e. memory condition and copy condition. The participants in the memory condition will be more likely to incorrectly represent the figure (4) as â€Å"IV’ compared to participants in the copy condition. H2: In the recognition task, there will be a significant difference between the two conditions i.e. memory condition and copy condition. Of the participants who accurately represented the figure four as ‘IIII’ in the drawing task, those in the copy condition will be more likely to accurately recall the figure four as ‘IIII compared to participants in the memory condition. Method: Participants: In the study 61 students were undertaking this experiment . However, two were excluded from the analysis because one participant drew the clock with ‘1,2,3,4 o’ clock etc. rather than Roman numerals, and a second did not complete the critical ‘IIII’ or ‘IV’ choice. Therefore our data only included a total number of 59 participants, this included 4 males and 55 females, aged between 18 and 30 years old. The mean for the age=19.21, SD=1.18, range=18-30. The participants were all undergraduate psychology students at Queen Mary University of London and were selected from 1st year undergraduate at Queen Mary. The participants were appropriately briefed prior to the experiment and informed consent was obtained. Lastly, the researcher ensured that all ethical guidelines were met and was approved by Queen Mary University of London Ethics Committee. Design: In this experiment, a between -subject design was used as participants only took part in one condition. The researcher also insured that all participants were randomly allocated to each condition. The independent variable were the three types of conditions: (surprise, forewarned and copy). While the dependent variable was whether participants drew or recognised the figure (4) as ‘IV’ or ‘IIII’ and how frequently participants recall or recognised the figure (4) as being ‘IV’ or ‘IIII’. Procedure: Small groups of participants took part in each condition, this was to ensure that all participants observed the clock clearly and no obstructions were present. The clock used in the original studies was a standard clock made by Samuel Bishop of London, with clear Roman Numerals on the face. The figure (4) appeared as ‘IIII’ on the clock. The time on the clock was adjusted at ten past seven. In this current experiment, a picture of the clock was employed rather than the actual clock used in French and Richard (1993) study. The experiment compromised of 3 conditions (forewarned, surprise and copy). Each group of participants were assigned to one of these conditions. These conditions were carried out chronologically. In the first condition (surprise). Participants were informed to simply look at the clock for a period of 5 minutes. Once the picture had been taken away from their sight. Participants were then asked to draw the clock from memory. In the second condition (forewarned). Participants were informed that they would be asked to draw the clock after observing the clock for a short period of time. But that they could only draw the clock, once the image had been taken out of their sight. In the third condition (copy). Participants were informed to observe the clock and draw the clock. In all the conditions participants were asked to state on their drawing sheet their age, sex, conditions ( and personal identifier, this was composed of their mother’s first two initials and their date of birth. In all the conditions (forewarned, surprise, copy) a recognition task was also carried out after the drawing task. This was the same method employed by Richard Harris (1996) in their study. In the recognition task, participants were presented with two pictures of the clock at the same time and asked to choose the correct picture that matched the clock that they had previously observed. In each of the group, half of the participants obtained both pictures in which the correct picture was placed on the left, and the rest of the participants obtained both pictures in which the correct picture was placed on the right. After participants had made their choice they were asked to write down which conditions they took part in (i.e. 1st, 2nd or 3rd) age, sex and personal identifier this was to ensure that their data from the drawing task could be matched accordingly. [MW1] Results: Count 24 7 IV Expected count 18.4 12.6 Count 11 17 IIII Expected count 16.6 11.4 MC CC Count 4 11 IV Expected count 5.7 9.3 Count 7 7 IIII Expected count 5.3 8.7 All the participants drawing were assessed to see whether they presented the figure four as ‘IV’ or ‘IIII’. The frequency of this is shown for each condition is shown below. There was no difference in the results between the forewarned and surprised condition, as a result these two data were collapsed into one condition called ‘memory condition’, this was carried out in order to increase the statistical power of the test. Given the test is categorical, we used a non-parametric test to examine whether the differences were significant. A chi-square test was conducted on the data. The test revealed that there was a significant difference between how participants represented the number 4 in each condition, chi-square (1)=8.87,p=. 003. In the recognition data, analysis was only taken for those participants who accurately dew four as ‘IIII’ in the first part of the study (drawing task) .A chi-square was conducted on the data to see if there was a significant difference in participant’s ability to identify the correct clock from two possible options, whether they had previously copied or drawn it from memory. The test revealed that there was no significant difference between the choices in recall made by participatns in the mempry and copy condition, chi-square (1)=1.68, p >.05 [MW3] Discussion: This study aimed to add to previous old research by looking at whether the same result would be found at this current time. The results showed that in the drawing task there was a significant difference in the frequencies i.e. whether they accurately or wrongly represented the figure (4) as either ‘IV’ or ‘IIII’ between the two conditions. However there was no significant difference between the numbers of correct recalls made by participants in the recognition task. Therefore, our first experimental hypothesis is supported while our second hypothesis is rejected. This shows that in the drawing task, those participants in the memory conditions who incorrectly represented the figure (4) as ‘IV’ were more likely to use their schematic memory rather than actually processing the information. However those participants in the copy condition who accurately drew the figure (4) in the drawing task butwrongly recalled the figure (4) as ‘IV’ i n the drawing task. This shows that observing the clock while drawing did not facilitate the participant in processing or encoding that information, thus affecting their ability to accurately recall it later on.[MW4] These findings are in accordance with Williams et al (1993) study that found that in the drawing task, participants in the copy condition were accurate in their representation of the four compared to participants in the memory condition (forewarned and surprised). Additionally, our results is partially supported by Richard, French et al (1996) who found that those in the copy condition were more likely to recall the figure (4) inaccurately though they had represented the number 4 accurately in the drawing task. A plausible explanation, may be that participants were effortlessly drawing what appeared in front of them, therefore more likely to get it right in the drawing task but when asked to recall the information as they did not pay attention they resorted to using their schemas in order to recall what the figure (4) appeared as on the clock. However, unlike our results this study did find a significant difference between the memory condition and copy condition when asked to recall. As those in the memory condition who represented the figure (4) accurately in the drawing task, none of these participants inaccurately recalled the four in the recognition task. The fact that that these results are only partially consistent with previous research points to a possible limitation within the study. Due to our study consisting a small sample size, this suggests a possibility in creating a Type II [MW5]error. A type two error is â€Å"falsely rejecting the null hypothesis and stating that the results are due to chance†. Therefore having a larger sample may have yielded more statistically powerful results, this is supported by Richard et al (1996) who found a statistically significant difference. Additionally, using a different statistical test may have been better given the small sample size, a good alternative would have been a Fisher exact test [MW6]this is again supported by Richard et al (1996) who found statistically significant difference when running a fisher test. Further, one possible explanation for the outcome of this result is the impact of interference on students schematic memory[MW7]. A study by Nickerson and Adams (1979) suggested that participants who drew the penny incorrectly may have have difficulty in differentiating between features of an old and current penny. This results indicates that roman numerals learned at school may have interfered with participatns ability to form new memories of the clock face, this is increasingly more prominent in younger students as they have had less exposure to roman numeral clock faces. Therefore participants may have recognised the number 4 as ‘IV’ rather than ‘IIII’. Finally, the impact of these findings are not only interesting, but could hold significance in real life situations . In a case study in which a young lady Jennfier Thompson (1984) was raped, it was found that when asked to identity her rapist she falsely accused an innocent man . This finding suggest that memories are not infallible and can be influenced easily by schemas or other factors. Nickerson, R. S., Adams, M. J. (1979). Long-term memory for a common object.Cognitive Psychology,11(3), 287-307. [MW1]Perfect method, well done à ¯Ã‚ Ã…   [MW2]You need to portion out the forewarned and surprise memory conditions in the initial frequency table. You can then explain why the conditions were collapsed together afterwards (this is what Richards and co did) [MW3]This isn’t reported correctly. You need to put it inside brackets, and you need to use the Greek symbol for Chi which is χ [MW4]If you’re looking to cut words, I think these two paragraphs can be shortened. [MW5]This is written as Type II Good old roman numerals 😉 [MW6]Needs capitals – Fisher’s Exact Test [MW7]As I said before, this is not a limitation. This is a possible explanation for the results.

Economic Growth in South Africa Essay

1. Strategic Priority 1: Economic Growth and Job Creation. 2. Strategic Priority 2: Massive programme to build economic and social infrastructure. 3. Strategic Priority 3: Rural Development 4. Strategic Priority 4: Education 5. Strategic Priority 5: Health Question Number 2 * Priority 1- Factors beyond the control of policy-makers and stakeholders in South Africa have a big impact on the environment for growth and job creation, and it is difficult to measure achievements by outcomes only. Vulnerability to a weak and volatile global economy remains a significant challenge to job creation, although the recent depreciation of the rand may have helped to protect some jobs in export sectors. * Priority 2- Only 68% of money intended for large infrastructure projects had been spent in the last financial year. This amounts to R178-billion of the allocated R260-billion. Municipalities especially have battled to attract managers with the right skills as well as the requisite technical experts to run the projects. * Priority 3- The department has implemented the CRDP in 21 sites throughout South Africa and aims to roll this out to 160 sites by 2014. Lessons learnt from these CRDP sites indicate that the challenges in rural areas include: * underutilisation and/or unsustainable use of natural resources * poor or lack of access to socio-economic and cultural infrastructure and services, public amenities and facilities and government services * lack of access to clean water or lack of water resources for both household and agricultural development * low literacy, skills levels and migratory labour practices * decay of the social fabric * unexploited opportunities in agriculture, tourism, mining and manufacturing. * Priority 4- Nearly 70% of all South Africans are under the age of 35. Government, through the Department of Higher Education and Training, developed a strategy to increase the ratio of young people that are in education, employment or training by 2014/15. The aim of this strategy is to strengthen the capacity of the education and training system to provide pivotal programmes to a growing number of young post-school learners as well as adults at turning points in their careers. * Priority 5- Several areas of progress have been identified, especially in terms of reducing the effect of childhood illnesses. Improving immunisation coverage ranks high among renowned strategies for improving child health. Immunisation campaigns have been markedly successful in preventable diseases, including polio and measles. Carefully planned and systemic interventions, based on the Negotiated Service Delivery Agreement objectives, have been adopted for child health. Question Number 3 * Priority 1-The main objective is to respond appropriately, promptly and effectively so that growth in decent employment and improvements in income security are reinforced, and investment sustained to build up national economic capability and improve industrial competitiveness. * Priority 2 – Poor infrastructure and poor access to basic services are a result of weak and under-resourced rural local government, as well as a lack of coordination between all the departments involved in service delivery in rural areas. Essential services are also generally less available and of poorer quality in rural areas, rendering these places unattractive for people to live and work. As a result, manypeople in the economically active age group migrate, and the rural economy stagnates. * Priority 3-Between 10 and 15 million South Africans live in areas that are characterised by extreme poverty and underdevelopment. Recognising the diversity of our rural areas, the overall objective is to develop and implement a comprehensive strategy of rural development that will be aimed at improving the quality of life of rural households, enhancing the country’s food security through a broader base of agricultural production, and exploiting the varied economic potential that each region of the country enjoys. * Priority 4-The objective is to focus skills and education system towards the delivery of quality outcomes. The focus will be on, amongst others, learner outcomes, early childhood development (ECD), improving schools management and M&E systems and supporting and developing a high quality teaching profession * Priority 5- Government’s priority is to improve the health status of the entire population and contribute to the vision of a long and healthy life for all South Africans. To accomplish this vision, government has identified four strategic outputs which the health sector must achieve. These are: * increasing life expectancy * decreasing maternal and child mortality   * combating HIV and AIDS and decreasing the burden of tuberculosis (TB) * strengthening health-system effectiveness. Question Number 4 * Priority 1- The government has pursued trade liberalization and privatization as part of its attempts to overcome constraints on growth. In his budget speech for 2011–12, on February 23, 2011, the South African Minister of Finance Pravin Gordhan called the budget an attempt to generate growth and a high quality of life for all South Africans. * Priority 2- In the period ahead, government will continue with the investment programme aimed at expanding and improving social and economic infrastructure to increase access, quality and reliability of public services and to support economic activities while also considering environmental sustainability and pursuing maximum employment impact. * Priority 3- The aim is to ensure sustained investment growth over the medium-term so as to achieve the target of a fixed investment ratio above 25% of GDP by 2014. Such projects will be spatially-referenced, planned for and implemented in an integrated manner. In addition, we will continue with programmes to provide and maintain health, education, library, sporting, recreation and other social infrastructure. * Priority 4- Education has enjoyed the largest share of the national budget throughout the past 15 years. This significant investment in building human capital and capabilities has gradually improved the country’s human resource and skills base. However, progress has not been optimal and the achievements have not taken place on the required scale. * Priority 5- Elements of our strategy include the phasing in of a National Health Insurance system over the next five years and increasing institutional capacities to deliver health-system functions and initiate major structural reforms to improve the management of health services at all levels of healthcare delivery, including particularly hospitals. Question Number 5 * Priority 1- almost 60 000 jobs created by the Department of Trade and Industry’s support and incentive programmes in 2010/11. Also a rural youth-employment programme, has created 7 500 jobs. * Priority 2- The number of passengers accommodated at national airports grew from 16,8 million in 2008/09 to 18,3 million in 2011/12, at an average annual rate of 3%, and is expected to grow to 23 million in 2014/15 at a rate of 7,7%. The number of aircraft landing at airports throughout South Africa increased from 279 515 in 2008/09 to 290 648 in 2011/12, at an average annual rate of 1% and is expected to increase to 340 285 in 2014/15, growing at an average annual rate of 5,7%. * Priority 3- The Comprehensive Rural Development Programme (CRDP) has been developed as a multi sectoral response to the challenge of rural development, addressing basic human needs, as well as the provision of social and economic infrastructure and the development of small and medium enterprises, using an agri-village model. Under the agri-village model, housing, sanitation, health, education and other basic services are provided to an agricultural village. In addition, there should be sustainable agriculture-related income-generating activities in the village. A participatory needs analysis is undertaken involving rural people and different sectors.The programme is being implemented as a pilot programme. By 2011 it had covered 80 of a 2012 target of 160 wards across the country. Furthermore, 1 300 household gardens and cooperatives have been established. * Priority 4- In 2011, the national Grade 12 pass rate was 70,2%, compared to 67,8% the previous year. The national Department of Basic Education set aside R8 billion over a period of three years to replace mud and inappropriate structures and 119 new schools were completed in 2010 as multi-year projects. In the 2011/12 financial year, over 3 322 students were supported with bursaries to study at Higher Education and Further Education and Training (FET) institutions. Through the Human Resource Development Council initiatives, 90 FET college lecturers were trained at the universities of Fort Hare, Walter Sisulu and Nelson Mandela Metropolitan. * Priority 5- Over 2 100 individual infrastructure-related projects exist in health facilities in South Africa – ranging from maintenance and minor repairs to renovation and major construction works. As a result, 138 clinics and 38 community health centres were constructed nationally (an increase of 4% in the total number of PHC facilities in South Africa). .

Essay The Roles of Congress In World Wars I and II

The law making body of the United States of America faces some of its most trying moments during war time. There are several factors to take into account when the threat of war looms. At the time of World War I, the United States was in a period of isolationism, where foreign affairs were of little importance to the country. When war broke out overseas, America was determined to maintain neutrality. While doing so however, it was also imperative to prepare for war, should the U.S be pulled in somehow. When it was forced to go to war, a strategy for success in the war needed to be thought out. For these reasons, Congress played a significant role in the war. This importance of Congress was also proved by its role in World War II. Congress’s†¦show more content†¦In passing this act, Congress ensured the Allies what they desperately needed: enough troops to defeat the Central Powers (1). Neutrality and preparedness in World War II were approached in similar and differing ways. In the Second World War, neutrality was left to Congress to proclaim with its various Neutrality Acts from 1935-1939. In 1935, Congress hoped to isolate the U.S, thereby, preventing U.S interference or assistance overseas (8). By 1939, however, Congress would be less restrictive and allow for the selling of munitions to nations at war in exchange for cash. These nations would be forced to retrieve the goods, ensuring that no U.S ships could be sunk by U-boats and thus causing U.S entry into the war (class notes 1/2/12). Despite these efforts to remain neutral, it seemed that America would be entering the war soon, therefore, the Selective Training and Service Act was passed in 1940 drafting men ages 21-35, and later requiring all men ages 18-65 to register (1). Also in preparing for the war the Military Industrial Congressional Complex was formed. An economic and administrative method for the production and use of weapons, this group helped to further enhance the army. 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The PESTEL/PESTLE Analysis model is a tool for classifying the external factors that shape the conditions of a company’s remote or macro-environment. In the case of Amazon, the circumstances of the online retail market are measured. As the largest firm in the market, the company enjoys the benefits of highRead MoreGlobal Factors Affecting Business1002 Words   |  5 PagesGlobal factors affecting business The way of running the business differs from country to country. The marketing, sales and technical skills are required to increase the productivity of business. Business in general is enhanced when people from different cultures find new approaches to old problems, creating solutions by combining cultural perspectives and learning to see issues from the viewpoint of others. Business Environment consists of factors influential to the business operations. These factorsRead MoreExternal Factors And The Business Model1480 Words   |  6 PagesExternal Factors and the Business Model To build a successful business model, the organization must analyze the business environment for external forces. Osterwalder and Pigneur (2010) discuss the importance of identifying the external factors in the business environment; the organization must be able to adapt the business model to the changing environment. External factors of demand play a critical role in developing a business model, an organization must quickly identify external threats and