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Using Memory Schemata to Comprehend Scripted Texts
Erscheinungsjahr
1981
Link zum Volltext
Beschreibungen/Notizen
A study tested the assumption found in schema theory that scripted knowledge automatically provides specific content details about scripted activity, thereby biasing a reader's immediate interpretation of a text. The study measured how quickly and accurately 16 college students could verify script related words. Subjects listened to four scripted texts, two of which occurred normally (total) and two of which were segmented into thirds (segmented). At each break point, the subjects were tested for recognition of three types of words: (1) explicit--those mentioned in the text; (2) implicit--those logically required but not mentioned; and (3) unrelated. The results showed equivalent response times for explicit and implicit words, though both were slower than those for unrelated words. Errors involving implicit words were significantly more probable than for other words. The results support the hypothesis that content of a script automatically biases the reader's comprehension processes. (Author/FL)