1. Social Influence Part II

2. Topics in this Unit Schema Theory Reconstructive Memory Bystanderism
Prosocial Behaviour
Promoting Prosocial Behaviour

3. How does our mind organize information?
Schema Theory
How does our mind organize information?

4. Chapter 3: Social Influence
Topic 3.7 Schema Theory
Schema Theory:
An Introduction
Chapter 3: Social Influence

5. Key Terms Traffic Lights
Follow the instructions in the workbook

6. Today’s Key Questions
By the end of this lesson you should be able answer these questions:
What is a schema?
How might social schema save our cognitive energy?
How can concepts related to schema be applied to written communication?

7. A Riddle
A father and his son are in a tragic car accident. The father dies instantly and the boy is rushed to hospital. The doctor rushes into the operating room, pulls back the blanket and exclaims, “I can’t operate on this boy, because he’s my son.”
How can this be?

8. Brain Dumps Psychology!
On day one of psychology you did a “brain dump” of everything that sprang to mind when you heard the term “psychology.”
Take a look at them now…
In a different coloured pen, write down all the things that now come to mind when you hear the word “psychology.”
Psychology!

9. Place holder 
Reminder: you can add some slides here if you are going to do one or more activities on this blog post:
schema-theory/
You’d have time for one or two of these, or could always do them if there’s time at the end of the lesson

10. What is a “schema”?
Schema = a grouping of related pieces of information, knowledge or memory.
A schema is a “cognitive framework.”
They’re a way of organizing your mind and simplifying information.
Think of your mind like your computer’s hard drive. The schema are like the folders on your computer.
On your first day of psychology, your schema folder was pretty empty. Now it’s more developed – there are a lot more files (pieces of knowledge) in the folder

11. What do we need to know about schema theory?
Remember the blog has lots of articles to help you understand schema theory and the studies. D
Describe the theory
What is a schema?
How they can affect our thinking and behaviour? E
Evidence
How can claims of schema theory be demonstrated in studies? A
Applications
How has schema theory been applied in “real life”? L
Limitations
What are the limitations of schema theory and the related studies?

12. Schema Theory and Sterotypes
Stereotypes are an example of social schema
A stereotype is a generalization of a group of people – they make it easier for us to think about groups of people
This is one of the functions of schema – they help to save our cognitive energy by allowing us to store information in generalized categories
Stereotypes are an example of one of these categories
Some cognitive psychologists believe we’re “cognitive misers,” who want to make our day-to-day thinking easier – this is why we have schemas

13. Read Schema Theory: An Introduction Pg. 169-70
Begin working on the guiding question in your workbooks once you finish.

14. How might social schemas save our cognitive energy?
There’s information in the textbook to help you if you need it.
Critical Thinking Extension:
Can you think of ways this textbook uses ideas from schema theory?

15. Reflect: Goal Setting
In your workbooks (for you) and on a piece of paper (for me) write down two things you’re going to do this unit to become a better psychologist.

16. REFLECT: Today’s Key Questions
Can you answer these questions?
What is a schema?
How might social schema save our cognitive energy?
How can concepts related to schema be applied to written communication?
NEXT LESSON: Schematic Processing

17. Chapter 3: Social Influence
Topic 3.7 Schema Theory
Schematic Processing
Chapter 3: Social Influence

18. Crossword Puzzle
In the back of your workbooks there’s a crossword puzzle with the key terms from this unit.
5 mins
How many can you answer?

19. Review Last lesson you were introduced the concept of a “schema”
Schema theory is a collection of ideas about schema, including:
The definition of schema
Why we have schema
How they influence our cognition and behaviour

20. Today’s Key Questions
By the end of this lesson you should be able answer these questions:
What is schematic processing?
What were the methods and results of Cohen’s (1981) study?
How might schematic processing reinforce stereotypes?
What are some other ways schematic processing might affect memory?

21. Study Replication: Cohen 1981
Original experiment used a video, we’re going to use a story
The class is divided in half so we have two groups
There is one “reader” per group who reads the story to the others
The experiment is measuring how we form impression of people
Participants are going to be asked questions about their impression of the woman in the story
…Readers…start reading!
All stories finished?
Let’s watch a gorilla taking a bath (link)
Now – we’re really testing your memory. Write down in the back of your workbooks what you remember about the woman in the story. 2 mins.
The instructions for this are in the activities folder.

22. Study Replication: RESULTS?
How many of these details did you remember?
Did one group remember more of one column than the other?
The instructions for this are in the activities folder.

23. Original Study: Schema, stereotypes and memory (Cohen, 1981)
They made video tapes with professional actors (married in real life) that showed a man and woman having dinner at home and then an informal birthday celebration
Half of participants were told she was a waitress, the other half a librarian – this was the IV
The videotapes had equal parts waitress and librarian characteristics
DV = what details about the woman did recall
Aim = did activating a particular stereotype (a schema) influence their memory?

24. Original Study: Schema, stereotypes and memory (Cohen, 1981)
If we think someone is a librarian, we will remember them differently than if we think they’re a waitress…

25. Original Study: Schema, stereotypes and memory (Cohen, 1981) RESULTS
Waitress condition – remembered more “waitress consistent” information, such as she was drinking a beer, like to play the guitar, and listen to pop music
Librarian condition – remembered more “librarian consistent” information, such as she wore glasses, was eating a salad, like artwork and playing the piano
Conclusion: if we have a “schema activated,” we process new information as it relates to the existing schema and it’s easier to remember
Schematic processing = the processing of information in a way that connects the information to existing schemas

26. Original Study: Schema, stereotypes and memory (Cohen, 1981) RESULTS
Participants would remember more from one category than the other, depending on which schema was activated

27. How might schematic processing reinforce stereotypes?
Need help? There’s an explanation in the textbook.
Critical Thinking Extension:
Can you add the evidence from the study to support your explanation?

28. REFLECT: Today’s Key Questions
Can you answer these questions?
What is schematic processing?
What were the methods and results of Cohen’s (1981) waitress/librarian study?
How might schematic processing reinforce stereotypes?
What are some other ways schematic processing might affect memory?
NEXT LESSON: Confirmation Bias

29. Chapter 3: Social Influence
Topic 3.7 Schema Theory
Confirmation Bias
Chapter 3: Social Influence

30. Review
Previous lessons you were introduced the concept of a “schema” and how they can affect our memory
If tend to process new information as it relates to our existing schema. This saves our cognitive energy (since it’s easier to focus on schema- consistent information than inconsistent information)
This could reinforce existing stereotypes
Questions?

31. Fast finishers can add to your schema theory notes in the workbook.
Review: Cohen’s Study
In pairs, see how well you can answer these questions (4 mins)…
What were the methods and results?
How does this study support schema theory?
What are the limitations of this study?
Fast finishers can add to your schema theory notes in the workbook.

32. Review: Cohen’s Study What were the methods and results?
How does this study support schema theory?
Shows how schema can influence memory (we process new information as it relates to existing schemas…
…and we focus on schema-consistent information which can reinforce stereotypes.
What are the limitations of this study?
How do we know the participants had stereotypes/schemas about those occupations?

33. Today’s Key Questions
By the end of this lesson you should be able answer these questions:
What is confirmation bias?
How does Stone et al.’s (2010) basketball player study demonstrate the effects of confirmation bias?
How do Stone et al.’s and Cohen’s studies support schema theory?

34. But first…
What are the pros and cons of doing the IB?
2 mins…

35. Is homework helpful?
On a scale of 1-10, how effective do you think homework is for helping you learn?
Write the number down somewhere.
(1 – not at all, 10 – extremely)
Read this article (link)
Ten minutes
Fast finishers can work on the crossword and/or add to your notes.
Time’s up? Write down in the back of your workbooks the points you remember from the article. 3 minutes.
Did you remember more of one side of the argument than the other?
This slide is designed to help you with the confirmation bias experiment summarized in the lesson plan.

36. Confirmation Bias, Schema and Stereotypes
Confirmation bias: A cognitive bias (a bias in thinking) whereby we tend to focus on and remember information that is consistent with our existing thoughts, opinions or beliefs.
The participants in Cohen’s study demonstrated confirmation bias – they focused on the information (details of the woman) that were consistent with their existing view of that occupation more than the other details

37. Racial stereotypes in sport and confirmation bias (Stone et al.)
College-aged participants
Were asked to listen to a basketball game (a radio commentary) and make judgements about one of the players in the game
They were shown a picture of the player they were supposedly listening to
Half were shown an image of a black player, the other half a white player (IV)
They were then asked to make judgements (DV)
Context = there is a common stereotype in American sports that white athletes are “smart players” whereas black athletes are more athletic
You might want to swap these images for betters ones from the web – I can’t for copyright reasons.

38. Racial stereotypes in sport and confirmation bias (Stone et al
Racial stereotypes in sport and confirmation bias (Stone et al.) RESULTS
Black athlete condition: they rated him a “significantly more athletic and having played a better game” than those who thought he was white
White athlete condition: more likely to judge the player as “exhibiting significantly more basketball intelligence and hustle.”
You might want to swap these images for betters ones from the web – I can’t for copyright reasons.

39. Racial stereotypes in sport and confirmation bias (Stone et al
Racial stereotypes in sport and confirmation bias (Stone et al.) CONCLUSIONS
This study can be applied to numerous topics to draw different conclusions:
Schema theory: it shows that activating a particular social schema (someone’s race) can influence our processing of new information. We focus on schema-consistent information, which reinforces that schema.
Stereotypes: stereotypes can be reinforced because of our innate tendency to focus on schema consistent-information. Stereotypes can lead to confirmation bias, which just reinforces the stereotype (this is one way stereotypes affect behaviour)
Bias in thinking (confirmation bias): this study demonstrates confirmation bias and how it could reinforce stereotypes.
You might want to swap these images for betters ones from the web – I can’t for copyright reasons.

40. QUIZIZZ! Let’s play a Quizizz to see how much you remember! (Link)
When you’ve finished, begin working on the guiding question in your workbooks.

41. How does Stone et al’s (2010) basketball player study demonstrate the effects of confirmation bias?
Need help? There’s an explanation in the textbook.
Critical Thinking Extension:
How does this study (and/or Cohen’s) support claims of schema theory?

42. REVIEW: Today’s Key Questions
Can you answer these questions:
What is confirmation bias?
How does Stone et al.’s (2010) basketball player study demonstrate the effects of confirmation bias?
How do Stone et al.’s and Cohen’s studies support schema theory?
NEXT LESSON: Information Processing and Comprehension

43. Remember to keep up with the notes in your workbook, including answering the guiding questions.

44. Information Processing and Comprehension Chapter 3: Social Influence
Topic 3.7 Schema Theory
Information Processing and Comprehension
Chapter 3: Social Influence

45. Review
Previous lessons you were introduced the concept of a “schema”, and “confirmation bias” and how they are related
Schemas (including stereotypes) lead us to focus on schema-consistent information, which is confirmation bias.
This could reinforce existing stereotypes
Stone and Cohen’s studies demonstrate the same concepts and can be applied to multiple topics.
At the moment we’re studying “social cognition” which is a big part of social psychology.

46. Today’s Key Questions
By the end of this lesson you should be able answer these questions:
What were the methods and results of Bransford and Johnson’s (1972) study?
How might schematic processing influence comprehension?
Can you apply what you’ve learned about schema theory to help you write better exam answers?

47. Spot the Mistakes Read the passage in the workbook on schema theory
What mistakes can you find?
There are ten mistakes.
Write in the correct information.
6 minutes.
Fast finishers – make sure your workbook is up to date.

48. Spot the Mistakes: Answers
Schema theory not attributable to one psychologist
Stored in the mind, not the brain
Cognitive frameworks
Social schema (not script)
Cognitive energy (not physical)
improve comprehension (not reduce)
Lead to confirmation bias (not stereotypes)
Consistent with (not inconsistent)
Reinforced (not eliminated)
Cohen’s study (not Stone’s)
The answers are in the teacher’s edition of the workbook

49. Watch… This video from Crash course (link) from 5:48-7:20.
In this part of the video he talks about confirmation bias, so it helps to consolidate learning from the previous lessons.

50. Study Replication: Bransford and Johnson
We’re going to divide into groups of about 6-8 students
One “researcher” per group
The researcher will conduct the experiment, the rest are participants
Researchers – follow the instructions CAREFULLY!
All stories finished?
Let’s watch a gorilla taking a bath (link)
Gather your results…
The instructions for this are in the activities folder.

51. Study Replication: Analyze Results
Did one group in the experiment have better:
Comprehension?
Memory?

52. Study Replication #2
This slide is a place holder for a second replication of the experiment using the image in Bransford and Johnson’s original publication
You can find the image here…
(I can’t publish it here for copyright reasons)

53. Watch…
This clip explains more about schema and this study (link) (2 mins).

54. Schema activation and comprehension (Bransford and Johnson, 1972)
Participants listened to a passage
Three conditions
Title before
Title after
No title
Two DVs:
Self-rating of comprehension ( out of 7)
How many details they recalled (out of 18)

55. Schema activation and comprehension (Bransford and Johnson, 1972) RESULTS
Title before: 4.5/7
Title after: 2.1
No title: 2.2
Recall
Title before: 5.8
Title after: 2.6
No title: 2.8

56. Schema activation and comprehension (Bransford and Johnson, 1972) CONCLUSIONS
Prior knowledge (schema) can help us comprehend new information because we are able to process the new information and relate it to our existing knowledge (schema), which improve comprehension.
Another example of how schemas can influence cognition (comprehension and memory).
This has significant applications in education, especially reading comprehension.

57. How might schematic processing influence comprehension of new information?
Need help? There’s an explanation in the textbook.
Critical Thinking Extension:
Can you apply what you’ve learned about schema and comprehension to improve your written communication of your ideas?

58. REVIEW: Today’s Key Questions
Can you answer these questions?
What were the methods and results of Bransford and Johnson’s (1972) study?
How might schematic processing influence comprehension?
Can you apply what you’ve learned about schema theory to help you write better exam answers?
NEXT LESSON: Writing SARs (Exam Prep Lesson)

59. Exit Ticket
What’s one “grey area” you want clarified about schema theory and/or related studies?

60. Next Topic = Reconstructive Memory
End of Topic 3.7
Next Topic = Reconstructive Memory