For gender-related information, previous studies have shown that children of
preschool age are more likely to remember schema-consistent information
over schema-inconsistent information. In this study, an attempt was made to
boost children's recognition for inconsistent information. In order to do this,
children were presented with pictures of both gender-consistent and
inconsistent content. Group one was presented with the pictures and an
accompanying label. For group two, children were given a label and asked to
describe only the pictures where an actor was performing counter-schematic
behavior. The postulated mechanism responsible for the expected change in
memory for group two involved an augmentation of the schematic structure.
The children's description would encourage schematic growth, and the
memory benefits that are derived from schematic organization would have
been the result. Group three was added to test for the memory changes that
may occur when describing consistent information as well. These children
were asked to describe both consistent and inconsistent information. Overall
results indicated that for children not describing the stimuli, previous research
went unsupported and children did not have a better memory for either type of
information. Children in group two also did not have a memory preference for
either type of information. Children in the third group which described both
inconsistent and consistent information, though, did have a memory
preference for consistent information. The results are described in terms of
social change and schematic complexity, and their effects on memory. / Graduation date: 1998
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/33723 |
| Date | 01 May 1998 |
| Creators | Forbes, Charles W. |
| Contributors | Sugawara, Alan I. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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