Overview

In class we learned a lot of studies based on psychology.

First of all, Empirical study was one of the schema. It is the effect of schemas on memories. theses schemas the organize info in memory, they can be activated to increase info-processing efficiency- they enable  generation of expectations about objects, events, and people, they regulate behaviour, they are relatively stable and resistant to change.
According to Bartlett (1932), the way the participants recalled the story came under the influence of relevant schematic knowledge in their memory. It also reflects the participants' own culture. Rationalization making the story conform to your cultural expectations.
French and Richards (1993) made a study of influence of schemata on memory retrieval.
We had a study made from French and Richards.

There were 3 conditions:
1.) Participants' were shown the clock and drew from the memory.

2.) participants were told before of what they would draw.
3.) last they had the full view of the clock and drew it.
French and Richards explained this result in terms of schemata knowledge of roman numerals effecting participant memory retrieval.


Finally there was the study done by Loftus and Palmer(1974).
It was a accident where participants were shown from a car crash video.
Then there were several questions done by the participants. However, the most important question was "How fast was the car crash?" In the question there were different types of verbs, which were smashed, collided bumped, and contacted.
The response basically was the bias factors. through this question the verbs of the question will change the participants memory.
there were two types of memories, which were gleamed, and external, which supplies the other facts.
Gleamed theory is the perception of the original text.
These are the subjects that we were basically learning in class, and we had some really fun doing the exact same experiments in the class with Mr. Dougherty.