STRUCTURE AND DEVELOPMENT OF SOCIAL SCHEMATA - EVIDENCE FROM POSITIVE AND NEGATIVE TRANSFER EFFECTS
STRUCTURE AND DEVELOPMENT OF SOCIAL SCHEMATA - EVIDENCE FROM POSITIVE AND NEGATIVE TRANSFER EFFECTS
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DOI：
10.1037/0022-3514.48.4.839
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发表时间：
1985-01-01
影响因子：
7.6
通讯作者：
DYER, LM
中科院分区：
文献类型：
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作者：
FISKE, ST;DYER, LM
B. Hayes-Roth（见记录1978-00280-001）关于图式由各组成部分和各组成部分之间的联系组成，图式发展从学习组成部分到学习联系再到统一的理论，在无意义音节刺激中得到了支持，并通过两个实验验证了其在有意义社会刺激中的推广性。在这两项研究中，自变量都是图式发展阶段，操作化为初次接触新图式的程度。根据理论，暴露连续体上的不同点对学生学习相关材料的能力有非单调的影响；更具体地说，暴露会影响学习的正迁移和负迁移，形成三次函数（即依次为：无迁移、正迁移、负迁移、无迁移）。在实验1（18名大学生）中，社会刺激同时产生了正迁移效应和负迁移效应，结果与理论预测的三次函数完全一致。在实验II（19名本科生）中，三次传递函数在更典型的发展社会知识的时间框架（即几周）内被复制。结果表明，低水平的图式发展对相关社会学习有促进作用，中等水平的图式发展对相关社会学习有干扰作用，高水平的图式发展对相关社会学习没有影响。图式发展的非单调效应可能解释了社会图式研究中的一些异常现象。（41 ref）（PsycINFO Database Record (c) 2016 APA，版权所有）
B. Hayes-Roth's (see record 1978-00280-001) theory that schemata consist of components and links among the components and that schema development progresses from learning components to learning links to unitization, which has been supported for nonsense syllable stimuli, was tested for its generalizability to meaningful social stimuli in 2 experiments. In both studies, the independent variable was stage of schema development, operationalized as degree of initial exposure to novel schemata. According to the theory, different points along the exposure continuum have nonmonotonic effects on Ss' ability to learn related material; more specifically, exposure affects positive and negative transfer of learning, resulting in a cubic function (ie, sequentially: no transfer, positive transfer, negative transfer, no transfer). In Exp I (18 college students), both positive and negative transfer effects were obtained with social stimuli, resulting in the exact cubic function predicted by the theory. In Exp II (19 undergraduates), the cubic transfer function was replicated over the time frame more typical of developing social knowledge (ie, several weeks). Results show that low levels of schema development facilitate related social learning, whereas intermediate levels interfere and high levels have no effect. It is suggested that the nonmonotonic effects of schema development may account for some anomalous findings in social schema research.(41 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)