A Social-Psychological Inquiry into the Relation between Information and Value Judgment. Final Report.

Autor/in	Chalmers, Douglas K.
Institution	California Univ., Irvine. School of Social Sciences.
Titel	A Social-Psychological Inquiry into the Relation between Information and Value Judgment. Final Report.
Quelle	(1976), (26 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Processes; Educational Research; Evaluation; Higher Education; Information Theory; Learning Processes; Memorization; Memory; Pattern Recognition; Perception; Recall (Psychology); Social Psychology; Social Science Research; Tables (Data); Values + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstheorie; Learning process; Lernprozess; Gedächtnistraining; Gedächtnis; Mustererkennung; Wahrnehmung; Abberufung; Sozialpsychologie; Social scientific research; Sozialwissenschaftliche Forschung; Tabelle; Wertbegriff
Abstract	The research paper discusses seven experiments concerned with interrelations between memory and judgment. Three major hypotheses were explored: (1) the Independence Hypothesis, which states that one's memory is independent of impression; (2) the Verbal Memory Hypothesis, which maintains that transformation of information that one has in memory at the time of judgment determines that judgment; (3) the Integration Hypothesis, which maintains that favorable and unfavorable information are integrated in recall. Specifically, the experiments measured what subjects remembered about a hypothetical person and how the subjects evaluated that person. Information was presented to subjects in the form of adjective traits about a hypothetical person. After being given various instructional sets, subjects were asked to evaluate the person, and to recall and evaluate the information presented. Findings indicated that the Independence Hypothesis was not supported but that a mediating relationship exists between memory and judgment, as postulated in the Verbal Memory Hypothesis and the Integration Hypothesis. Implications of this finding are explored for the educational process, which has traditionally shown a major bias towards the Independence Hypothesis. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01