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Bransford And Johnson 1972

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The Washing Machine and the Missing Context: Unpacking Bransford and Johnson's 1972 Landmark Study



Ever felt utterly lost while reading something, even if the individual words are perfectly understandable? It’s like staring at a scrambled jigsaw puzzle – you see the pieces, but the picture remains elusive. This frustrating experience perfectly illustrates the critical role of context in comprehension, a point powerfully driven home by Bransford and Johnson's seminal 1972 study. Their work wasn't just a lab experiment; it unveiled a fundamental principle of human cognition – that understanding hinges not merely on the information presented, but on our ability to connect it to pre-existing knowledge. Let's delve into this fascinating research and unpack its enduring relevance.

The Famous "Washing Clothes" Passage: A Test of Contextual Understanding



Bransford and Johnson’s study revolved around a paragraph describing the process of washing clothes. The paragraph itself, presented without any prior context, is notoriously difficult to comprehend. It's filled with seemingly unrelated details: "The procedure is actually quite simple. First, you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise you are pretty well set. It is important to place the material onto the surface. After the procedure is completed, one arranges the materials into groups again. Then they can be put into their appropriate places."

Sound confusing? It should be. The words are perfectly grammatical, but the lack of a contextual framework – what exactly are “things,” “materials,” and the “procedure”? – renders the passage meaningless. Think of trying to assemble IKEA furniture without the instructions. You might understand individual steps, but the overall purpose remains obscure.

The Power of Prior Knowledge: Unlocking Comprehension



Bransford and Johnson presented this same paragraph under three different conditions:

No context: Participants read the paragraph as it is, with no prior information.
Context before: Participants were shown a picture depicting the process of washing clothes before reading the paragraph.
Context after: Participants read the paragraph and then were shown the picture.

The results were striking. Those who saw the picture before reading the passage demonstrated significantly better comprehension, recalling significantly more details and achieving a much higher level of understanding. Those who saw the picture afterward showed little improvement over the "no context" group. This clearly demonstrated that prior knowledge, or a contextual framework, is crucial for effective comprehension and not merely a helpful addition. Imagine trying to understand a complex scientific paper without any background in the field – it would be nearly impossible.

Implications Beyond the Lab: Real-World Applications



The implications of Bransford and Johnson's findings extend far beyond the confines of a psychology lab. Consider these examples:

Education: Effective teaching involves providing students with the necessary background knowledge and contextual cues to facilitate understanding. Simply presenting information isn't enough; students need to be able to connect it to what they already know.
Technical Writing: Clear and effective technical documentation relies heavily on contextual cues. A manual for a complex machine should clearly explain the purpose and function of each component before diving into detailed instructions.
Communication: Effective communication hinges on shared understanding and context. Misunderstandings often arise from a lack of shared background knowledge or insufficient contextual clues.


Schema Theory and the Role of Mental Frameworks



Bransford and Johnson's study significantly contributed to our understanding of schema theory. Schemas are mental frameworks or cognitive structures that organize our knowledge about the world. They act as templates that help us interpret new information and make sense of our experiences. The picture provided participants with a schema for "washing clothes," enabling them to effectively integrate the information in the paragraph. Without this pre-existing schema, the paragraph remains a collection of disparate and unconnected sentences.

Conclusion: Context is King



Bransford and Johnson's 1972 experiment remains a cornerstone of cognitive psychology. Their findings highlight the crucial role of context in comprehension and learning. We don't process information in isolation; our understanding is shaped by our pre-existing knowledge and the context in which information is presented. This principle has profound implications for education, communication, and all aspects of human learning and understanding. Ignoring context is akin to trying to build a house without a blueprint – the result is likely to be chaotic and ineffective.


Expert-Level FAQs:



1. How does Bransford and Johnson's work relate to the concept of "situated cognition"? Their study strongly supports the idea of situated cognition, which emphasizes the importance of the social and physical context in shaping learning and understanding. The pre-existing knowledge activated by the picture is a form of situated cognition.

2. What are the limitations of Bransford and Johnson's methodology? One limitation is the artificiality of the experimental setting. Real-world comprehension involves more complex interactions between context, prior knowledge, and individual differences.

3. How can teachers apply the findings of this study to improve their instructional practices? Teachers should proactively provide students with rich contextual information, activate prior knowledge through pre-reading activities, and use visuals and real-world examples to enhance comprehension.

4. How does this research intersect with the field of multimedia learning? The findings underscore the effectiveness of combining verbal and visual information to facilitate learning. Presenting information in multiple modalities can provide learners with diverse contextual cues.

5. What are some contemporary research areas that build upon Bransford and Johnson's work? Current research explores how different types of context (e.g., social, cultural, emotional) influence comprehension, the role of individual differences in utilizing context, and the neural mechanisms underlying contextual processing.

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Contextual Prerequisites for Understanding: Some Investigations … BRANSFORD, JOHN D., Contextual Prerequisites for Understanding: Some Investigations of Comprehension and Recall , Journal of Verbal Learning and Verbal Behavior, 11:6 (1972:Dec.) p.717

Contextual prerequisites for understanding: Some investigations … 1 Dec 1972 · The results of experiments by Bransford and Franks (1971), Bransford, Barclay, and Franks (1972) and by Johnson, Bransford, & Solomon (in press) indicate that the information Ss use in a sentence memory task may originate from the integration of information from several related sentences and may include ideas not directly expressed in the ...

Chapter 87: Bransford and Johnson - Visual Information … 19 May 1972 · Visual Information Processing documents the Proceedings of the Eighth Annual Carnegie Symposium on Cognition, held at the Carnegie-Mellon University, Pittsburgh, Pennsylvania on May 19, 1972. This book compiles papers on the results from ongoing, programmatic research projects that aim to develop information processing models of cognition.

ERIC - EJ068571 - Contextual Prerequisites for Understanding: … Bransford, John D.; Johnson, Marcia K. Journal of Verbal Learning and Verbal Behavior , 11, 6, 717-726, Dec 72 Research supported in part by a Research Foundation of the State University of New York summer research fellowship to Marcia Johnson.

Bransford and Johnson 1972 Flashcards - Quizlet Study with Quizlet and memorize flashcards containing terms like Purpose/Aim, Target Population/Sample/Participants, Procedure and more.

Contextual prerequisites for understanding: Some investigations … Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning & Verbal Behavior, 11(6), 717–726. https:// https://doi.org/10.1016/S0022-5371(72)80006-9. Abstract

From Bransford & Johnson, 1972 - American Psychological Association … bransford, J. d., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717-726. From a TOPSS unit lesson plan on Memory, published by the American Psychological Association in 2013.

Bransford & Johnson (1972) LAUNDRY STUDY Flashcards - Quizlet Branford and Johnson investigates if our schema would help people remember details from a text. Also, to compare activating the schema before or after reading the text. Schema theory is the idea of relating new information to our existing knowledge. Schemas help us to organize and interpret what we know about a particular subject.

Contextual prerequisites for understanding: Some investigations … Journal of Verbal Learning and Verbal Behavior. 1972; k, m (1972) “Contextual prerequisites for understanding: Some investigations of comprehension and recall,” Journal of Verbal Learning and Verbal Behavior. The present paper presents a series of studies showing that relevant contextual knowledge is a prerequisite for comprehending prose passages.

Bransford and Johnson (1972) - Blitz Notes Bransford and Johnson (1972) Aim. To Investigate the effect of context on comprehension and memory of text passages. Procedure. A prerecorded passage was played to the participants. they were to recall it as accurately as possible. Five conditions: They heard the passage once. They heard the passage twice