Memory for Justice-Related Information: The Joint Impact of Justice Sensitivity and the Framing of the Learning Situation
Author(s) / Creator(s)
Baumert, Anna
Otto, Kathleen
Bobocel, Ramona
Schmitt, Manfred
Abstract / Description
We investigated two factors that determine accurate memory for justice-related information: Justice Sensitivity as a personality factor is argued to shape the elaboration and accessibility of representations in the domain of justice of an individual learner, whereas the framing of the learning situation determines whether justice concepts are activated during learning. Consequently, both factors determine the degree of elaboration of encoding of new justicerelated
information and, thus, the accuracy of memory at a later point in time. In an incidental learning study, seventy-six students received information on the selection of Elite Universities in Germany with the instruction to either rate the perceived novelty of the information or its perceived justice. A week later, they completed a recognition test. Recognition was tested for just, unjust, and justice-unrelated information. Results indicated that both variables — Justice
Sensitivity and the framing of the learning situation — are functionally equivalent and shape accuracy of memory for justice-related information in a synergistic interaction.
Keyword(s)
Gerechtigkeitsgefühl Gedächtnis Lernen Justice Sensitivity Framing of the learning situation personal Belief in a Just World memory performance elaboration of encodingPersistent Identifier
Date of first publication
2007
Is part of series
Berichte aus der Arbeitsgruppe "Verantwortung, Gerechtigkeit, Moral";164
Citation
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beri164.pdfAdobe PDF - 257.98KBMD5: cc31b918f6ea3a486ac59404badb49aa
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There are no other versions of this object.
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Author(s) / Creator(s)Baumert, Anna
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Author(s) / Creator(s)Otto, Kathleen
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Author(s) / Creator(s)Bobocel, Ramona
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Author(s) / Creator(s)Schmitt, Manfred
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PsychArchives acquisition timestamp2022-11-17T11:01:32Z
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Made available on2007-02-09
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Made available on2015-12-01T10:30:25Z
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Made available on2022-11-17T11:01:32Z
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Date of first publication2007
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Abstract / DescriptionWe investigated two factors that determine accurate memory for justice-related information: Justice Sensitivity as a personality factor is argued to shape the elaboration and accessibility of representations in the domain of justice of an individual learner, whereas the framing of the learning situation determines whether justice concepts are activated during learning. Consequently, both factors determine the degree of elaboration of encoding of new justicerelated information and, thus, the accuracy of memory at a later point in time. In an incidental learning study, seventy-six students received information on the selection of Elite Universities in Germany with the instruction to either rate the perceived novelty of the information or its perceived justice. A week later, they completed a recognition test. Recognition was tested for just, unjust, and justice-unrelated information. Results indicated that both variables — Justice Sensitivity and the framing of the learning situation — are functionally equivalent and shape accuracy of memory for justice-related information in a synergistic interaction.en
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Persistent Identifierhttps://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bsz:291-psydok-9007
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Persistent Identifierhttps://hdl.handle.net/20.500.11780/391
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.8885
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Language of contenteng
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Is part of seriesBerichte aus der Arbeitsgruppe "Verantwortung, Gerechtigkeit, Moral";164
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Keyword(s)Gerechtigkeitsgefühlde
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Keyword(s)Gedächtnisde
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Keyword(s)Lernende
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Keyword(s)Justice Sensitivityen
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Keyword(s)Framing of the learning situationen
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Keyword(s)personal Belief in a Just Worlden
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Keyword(s)memory performanceen
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Keyword(s)elaboration of encodingen
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Dewey Decimal Classification number(s)150
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TitleMemory for Justice-Related Information: The Joint Impact of Justice Sensitivity and the Framing of the Learning Situationen
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DRO typereport
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Visible tag(s)PsyDok