Effect of Schemas on Our Understanding of the Social World

Effect of Schemas on Our Understanding of the Social World Victoria Lishman With reference to relevant research studies, evaluate the extent to which our understanding of our social world is constrained by our schemas. Every[p1] day people use their senses to gain a lot of information about the world they live in. To help filter the important information, (people) human beings have developed processes to help make sense of the world around them. One process that people use is schemas; these (are based on) can produces stereotypes but provide (and) predictability. Schemas relate to particular objects, roles, events or people, they are based on memory and knowledge. However there are times where schemas can be wrong for instance if people jump to conclusions based on a stereotype which turns out to be false. There has been a variety of different research studies into the topic of schemas, how they work, how they change as well as what happens when a stereotype turns out to be wrong. This assignment will examine some of the research studies and their value in evaluating how far schemas constrain how people understand the world. People gain too much information from the world around them to accurately (understand) process it, filtering needs to occur in order for people to clarify what is important. Heider suggested that for people to understand the world they use regularity, predictability and cause and effect (Buchanan, Anand, Joffe and Thomas, 2007). Schemas contain knowledge about particular objects, people and scripts, and the information is organised in memory. It is stored and accessed in a certain way and can be added to changed or used as people learn new or different information that will change the stereotype they have on a certain object (Buchanan, Anand, Jaffe and Thomas, 2007). There are many different types of schemas, they can be about people, social roles or events, they are all used as a way of filtering as people do not have the ability to take on all information (Buchanan, Anand, Joffe and Thomas, 2007). As schemas contain generalised knowledge about objects, they can be wrong and can aff ect how people see future situations related to the object. This shows that how people see the social world can be constrained by their schemas. Information some see as being unimportant may alter the view of a person that someone else may have a different opinion of. Schemas can affect how people see the world as what people perceive is shaped by their knowledge, expectations and assumptions about the way the world is (Buchanan, Anand, Joffe and Thomas, 2007), this means that schemas can often control how people see their social world. The research study which found that schemas exist suggests that peoples social world is controlled by schemas was the research by Bartlett, (1932), who found that when English people were asked to retell a Native American folk tale it became more English over time (Buchanan, Anand, Jaffe and Thomas, 2007). They added more English expectations to it, changing the story to make sense to them, making it easier to remember and retell. This research study could be made more valid if it was done in more cultures, for example if an Indian person was asked to retell an English story, as it would allow for more participants and allow for a more generalised conclusion. The experiment by Bartlett held a lot of value as it st arted other psychologists looking in to the subject of schemas and their influence on how people understand their world and how much control they have over how people understand their social world. The method of this experiment is impacted by memory as it is unknown over what length of time the retelling of the folk tale occurs, there could have been a controlled condition where the same people were asked to retell an English folk tale to see how much they change or remember of it. This suggests that the understanding of the social world is controlled by schemas[p2]. A different research study by Darley and Gross (1983), showed that when people were asked to give their view on a girl’s academic ability based on whether she came from a high socio-economic status or a low socio-economic one, they suggested she would have an average ability. However after watching a video of her doing an oral exam which showed her having an average academic ability, their view changed. The participants who had watched the introductory video of her from a high socio-economic background suggested she had a high academic ability. However the participants that had watched the low socio-economic background introduction video suggested she had a low academic ability. This shows that the participants’ stereotypes which they had after the introductory video seemed to be confirmed after the oral video. This research study suggests that rich children are judged to be more similar to each other than to those from a lower socio-economic background (Buchanan, Anand , Jaffe and Thomas, 2007). This research study showed that while people do not generally want to seem as stereotyping others, (stereotypical,) by not jumping to a conclusion after just watching either introductory video, they seemed to have already made up their mind before watching the second video. This shows that schemas are very powerful and can lead people to conclusions without gathering all the information. The[p3] method is (accurate) valid as it allows for both the high socio-economic status stereotype and the low socio-economic stereotype. This suggests that how people see and understand the social world is constrained by schemas as the roles people are given determine other generalisations. The research study that Ruscher et al (2000) did showed that when a person is dependent on another person as well as themselves, the impression of another person is likely to be less b(i)ased on schemas and involve more information which may contradict the expectations of the person which were first thought of. This suggests that when it matters people can be more open to going beyond their initial expectations (Buchanan, Anand, Jaffe and Thomas, 2007). This experiment also shows that schemas are more efficient as people avoid doing more work unless they have to. The method of the Ruscher et al (2000) experiment was valid as it used four different conditions and the conclusion was drawn up by looking at the average time it took participants to make a comment about the target person. The conclusion drawn from the experiment showed that motivational relevance does effect the importance, people place on schemas and shows that people can form impressions based on characteristics not belo nging in the original stereotype of a person, object or event (Buchanan, Anand, Jaffe and Thomas, 2007). This research study allows for the research into schemas to be extended, it suggests future research into what other reasons people might allow for not simply going with the stereotype, is there other reasons or different motivation apart from monetary gain? It would also be interesting to see if people would do this without any motivation at all. The research shows that in some cases the social world is not constrained by schemas, that people can look beyond stereotypes; however it also asks more questions in this area[p4]. This[p5] assignment has examined several different research studies that look at schemas and shown that although in some cases schemas do control how people understand the social world, there are experiments that have shown that people can go beyond the stereotype and look at people, objects or events in different ways. The Bartlett study showed that people use schemas to change a folktale to fit in with their culture, what they understand to be right, how people are supposed to behave. The Darley and Gross study showed that people interpret things in a way to support a stereotype which they already believe to be true. However, the Ruscher et al study has shown that people can change what they believe to be true, that they can add or take away characteristics of a person so that they no longer fit with a previous stereotype. These studies together have shown that while most understanding of the social world is controlled by schemas, it is possible for stereotypes to be changed. Howev er the Rusher et al study which showed this, used motivation for people to change their stereotypes and therefore it means that there could be more research done in this area. Word count: 1357 Bibliography Buchanan, K., Anand, P., Jaffe, H. and Thomas, K. (2007) Perceiving and understanding the social world in Miell, D. Pheonix, A. Thomas, K. (Eds.), Mapping psychology (2nd ed.). Milton Keynes: The Open University. [p1]A reasonable introduction which shows understanding of the issue, and tells the reader how you mean to tackle the question. [p2]Clear account of Bartlett’s work with some relevant commentary about the methodology. [p3]However, it could be said to lack ecological validity since the scenario is presented in a very different way to the real world. [p4]Clear, accurate and concise account of this study, its methodological benefits and implications in relation to the question. [p5]A clear and well- focused conclusion, which clearly summarises you points, in relation to the question,

Comparing The Foresyte Saga Essay

Both extracts explore the theme of adultery and extreme examples of conflict in a relationship. However, the differing time periods in which they are set and the contrasting ways in which the authors portray them, vary accordingly. In both extracts it appears that the female protagonists seem to be the source of the problem within the relationship and the extracts centre on their supposed adulterous behaviour. The two extracts differ because in Shakespeare’s Othello, the audience know that Desdemona has in fact not cheated on her husband, but his possessive nature and mistrust of her has warped his judgement. In Galsworthy’s novel, it is clear that the character of Irene clearly has been unfaithful through the description of her body language and the dialogue used, â€Å"so you’ve come back. † The men in both extracts have the controlling factor within their relationships, and suffer from possessive love. In Othello, his desire to control Desdemona and to have her all to himself because she’s his wife, clouds his judgement on the situation; he’d rather her dead than for her to be with any other man and break another’s heart. In Galsworthy’s novel, the man is indeed slowly losing control, but still tries to grasp it. His wife had gone off and had an affair and he wasn’t able to control that. Now he tries to claw it back by shouting at her to leave, â€Å"get out of my sight†, and then contradicts himself by continuing to ask her to stay, which she obeys, and he is now in the stronger position. John Galsworthy uses animalistic imagery throughout this extract to show the way that Irene has become trapped: â€Å"resemblance to a captive owl. † This comparison also shows the way Irene has become vulnerable, having lost her independence and freedom. This mirrors the situation of Desdemona in Shakespeare’s ‘Othello’. In this scene Desdemona is entirely helpless, Othello having already decided what must be done as an alpha male: â€Å"sweet soul, take heed of perjury: thou art on thy death bed. † Shakespeare’s choice of language, for example, his use of imperatives, â€Å"Down, strumpet! † makes it clear to the audience how much in control Othello is. This control is echoed in Soames, who speaks with great authority and power: â€Å"take your hated body†¦ out of my house†¦ Get out of my sight†. Soames commands his wife here in a way that suggests he views her as a possession, who should not disobey him, emphasised in Galsworthy’s use of the image of Irene â€Å"huddled in the fur†, as though she is a belonging. Again Shakespeare reflects this idea in Othello, with the handkerchief used as a dramatic device embodying Desdemona’s belonging to Othello, her supposed giving it away driving him to madness: â€Å"I saw my handkerchief in’s hand. Thou dost stone my heart. † Neither Soames nor Othello can see the fault in their own actions, demonstrated by Galsworthy through rhetorical questions: â€Å"Why should I suffer? What have I done? † Irene, however, is left in a helpless place, the animalistic imagery continuing, likening her to a trapped bird, her spirit crushed and giving up, â€Å"a bird shot and dying, taking farewell of all that is good – the sun and air and its mate. † This comparison also links back to Irene’s now dead lover Bosinney, her partner, without whom she feels she is unable to function. Shakespeare uses stichomythia to create a passionate atmosphere. Short dramatic lines such as ‘it is too late’, build tension in the audience. John Galsworthy also uses speech to create tension but does so via the exposure of Soames’ thoughts. ‘Take away that pitiful white face’. Soames’ outburst is made particularly striking in the way that Galsworthy withholds excessive speech up until this point. Unlike Shakespeare who employs continuous dialogue and only one stage direction in this extract, to create a sense of a never ending flow of emotion. The structure used in Othello is used in the build up of tension, for instance the stichomythia used towards the end of the extract. This technique is commonly utilised to dramatic effect in plays. The structure in Othello is generally used advance the narrative and to further increase the build up of tension towards the dramatic climax at the end of the play. In the Forsyte Saga the structure allows the author to progress and elaborate on the metaphors used. Galsworthy uses the structure to put emphasis on certain words or phrases: ‘so they sat, by the firelight, in the silence, one on each side of the hearth’. Typically of a novel the structure shows the progressive thoughts of the narrator and isn’t necessarily as linear as that in a play (ie Othello). Wider Reading: The poem My Last Duchess also carries the theme of adultery and extreme example of conflict in a relationship. Robert Browning doesn’t make it clear whether the woman is guilty, but the Duke, like Othello is guilty of jealousy. He doesn’t believe she treats her husband and different to any other men ‘all and each’, ‘she liked whate’er she looked on, and went everywhere’, suggesting she flirted alot, not that the Duke has any proof. The repetition of ‘that spot of joy’ emphasises how the fact her smile wasn’t just reserved for him bothered him, so much so that he used the harsh language like Ann Galsworthy’s choice of ‘Get out of my sight’ here, ‘that in you disgusts me; here you miss, or exceed the mark’, this shows his dark side and makes the reader question whether he killed her himself without knowing what she had done, similar to the way Othello acts on rage of his pride being damaged. The Duke also seems to be very possessive of the Duchess as is Othello and Soames Forsyte. Here he opens the poem ‘That’s my last Duchess painted on the wall’ immediately highlighting he owns the painting, but also implies he owns her in person. He also seems to like the fact he can control who looks at the painting, ‘the curtain I have drawn for you’, but couldn’t control who looked at his wife when she was alive. Additionally, in comparison to the imperatives Shakespeare and John Galsworthy use, Browning stresses the Duke’s power through his quite forceful request, ‘will’t please you sit and look at her’, almost as if the Duke is desperate for his audience to understand his anger, he states ‘I gave commands’, yet it seems she didn’t obey him, hence he killed her, ‘then all smiles stopped together’.

Acceptable Pins

Read the Case – Acceptance Sampling of Pins of Complete Business Statistics and answer the following questions. Also use the templates to verify the answer. Check and see the effect on acceptance of pins, when the mean and standard deviations are manipulated. Identify the most profitable situation based on cost of reengineering. 1. What is the probability that a batch will be acceptable to the consumer and if the probability is large enough to be an acceptable level of performance?If the population mean and standard deviation of the length of the pins are adjusted in order to improve the percentage accepted, which one do you think in practice is easier to adjust, the mean or the SD and why? 3. If the lathe can be adjusted to have the mean of the lengths to any desired value, what should it be adjusted to and why? 4. If the mean cannot be adjusted, but the SD can be reduced, what maximum value of the SD would make 90%, 95% and 99% of the parts acceptable to the consumer? (Assum e the mean to be 1. 008 inches).5. Considering the cost of resetting the machines (to adjust the population mean involving the engineer’s time, re-engineering process and cost of production time lost): 1. Assume it costs $150 x2 to decrease the SD by (x/1000) inch. Find the cost of reducing the SDs to the values found in question no. 4. 2. Assume that the mean has been adjusted to the best value at a cost of 80$, calculate the SD necessary to have 90%, 95% and 99% of the parts acceptable and their costs. 3. Based on the above, what is your recommended mean and SD? Verify your answers by using excel templates.Format your report consistent with APA guidelines. CASE Acceptance Sampling of Pins A company supplies pins in bulk to a customer. The company uses an automatic lathe to produce the pins. Factors such as vibrations, temperature, wear and tear affect the pins, so that the lengths of the pins made by the machine are normally distributed with a mean of 1. 008 inches and a st andard deviation of 0. 045 inch. The company supplies the pins in large batches to a customer.The customer will take a random sample of 50 pins from the batch and compute the sample mean. If the sample mean is within the interval 1.000 inch  ± 0. 010 inch, then the customer will buy the whole batch. To improve the probability of acceptance, the production manager and the engineers discuss adjusting the population mean and Standard deviation of the length of the pins. The production manager then considers the costs involved. The cost of resetting the machine to adjust the population mean involves the engineers’ time and the cost of production time lost. The cost of reducing the population standard deviation involves, in addition to these costs, the cost of overhauling the machine and reengineering the process.

The Iranian Revolution - 3901 Words

The Iranian Revolution Iran is a country located in the Middle East. The main source of income for the country is oil, the one object that had greatly influenced its history. Iran s present government is run as an Islamic Republic. A president, cabinet, judicial branch, and Majilesor or legislative branch, makes up the governmental positions. A revolution that overthrew the monarch, which was set in 1930, lasted over 15 years. Crane Brinton s book, An Anatomy of a Revolution, explains set of four steps a country experiences when a revolution occurs. Symptoms, rising fever, crisis, and convalescence are the steps that occur. The Iranian Revolution followed the four steps in Crane Brinton s theory,†¦show more content†¦On October 6, 1978, Khomeini was expelled from Iraq and moved to Paris, where he was accessible to a larger body of opposition forces. He was also accessible to the Western Press. Khomeini preached that he would displace the Shah and expel the foreigners. He also said he would enforce religious and traditional values, and redirect Iran s wealth away from large industrialization schemes and toward reforms needed by the common people. Throughout the 1970 s, Khomeini gained tremendous popularity with the masses, and he became the symbol of the opposition towards the Shah. As Khomeini gained popularity, many religious groups grew in numbers and in status. In the early 1950 s, the technocrats had showed core support for Mohammad Mossedeq and Iran s national movement. They saw Mossadeq s overthrow as the removal of the symbolic leader of the Iranian nation by an American directed coup d etat. Many of his followers formed groups in opposition to the Shah. Leaders of the Freedom Front, one of the groups that grew out of the Mossadeq movement, were a group composed of intellectuals who tended to be centrist in philosophy, more religious, anti-Marxist, an d militant (Cottam 13). 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