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3 Cards in this Set
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Bartlett (1932) -demonstrated reconstructive memory.
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Method: Participants where shown a short story from an unfmailiar culture ( so contained unfamiliar material)
After a number of days they where asked to recall the story... The recalled story was always shorter than the original. Many parts were recalled from the participants own cultural perspectives with certain facts changed. e.g. canoe to boat. Conclusion: the meaning of the story is remembered but the gaps are filled in with more familiar material to make it easier to remember the story. This has an effect of skewing information to make it fit our schema. However, later studies showed that when participants where told that accurate recall was required, errors dropped. |
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Sulin and Dooling (1974) found support for Bartletts findings.
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Method: A story was read to participants, who where told it was about either Gerald Martin ( a fictional person) or Hitler.
They where given a few sentences and asked whether they came from the text or not. Some sentences did not but contained well known facts about Hitler. Results: Participants who thought the story was about Hitler were more likely to claim the key sentences where in the text. Conclusion: Participants previous knowledge (schema) distorted their recall, as in Bartlett's study. |
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Loftus and Palmer (1974)
EWT study |
Mehod: Participants where shown films of a multiple car crash.
They where then asked questions including : ' how fast do you think the cars were going when they hit?' In different conditions the word 'hit' was replaces with 'smashed' 'collided' 'bumped' or 'contacted'. A week later they where asked if they had seen any broken glass. (there was none) Participants who were asked the speed when the cars 'smashed' reported higher speeds than participants in other conditions. More participants in the 'smashed' condition also claimed to have seen broken glass. conclusion: Leading questions can affect the accuracy of people's memories of an event. |
