Boosting the preschooler memory for schema-inconsistent, gender-based information Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/kh04dt27m

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  • 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.
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