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Advances in Psychology Research volume 80 by Alexandra Columbus

By Alexandra Columbus

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If one considers the aforesaid discussion of cognitive conflict, it is not surprising that present study participants‟ initial cognitive schemes, pertaining to teaching challenges and the teacher role, remained constant subsequent to the completion of their fieldwork experience, and further, that participants used knowledge accrued from classroom observations, to justify and reinforce their prior schemas and not challenge or modify them. That is, consistent with Piaget‟s (1952) theory, it is conceivable, although not certain given the earlier 30 Calliope Haritos discussed methodological limitations of findings, that candidates may have blocked out any new experiential knowledge that deviated significantly from their prior experiential knowledge because it could not be readily assimilated into their existing schemas.

Past research has identified many factors that increase the likelihood of dining out. These include a desire to avoid cooking, economic reasons for those living alone (Morris, Schneider, and Macey, 1995), and shortage of time to prepare meals at home (Lazar and Smallwood, 1977). The purpose of this commentary is to explore the relationship between romantic relationships and food consumption. To begin, scholarly observations and previous research findings will be presented. This will include a review of information gathered about food decisions using both survey and experimental methodologies.

It follows that if such an event is subsequently not well remembered by an individual, his/her prior relevant schema may serve as a guide to fill in the gaps, and, thus, facilitate memory. Well developed schemas, such as those constructed from early childhood experiences, are more resistant to change and therefore have much more interpretive and guiding power than newer, poorly developed schemas (Chinn and Brewer, 1993; Crocker, Fiske, and Taylor, 1984; Chaiken and Yates, 1985). Consistent with such claims, it stands to reason that present study participants‟ prior, initial teaching and teacher schemas, said to develop from early childhood and a lifetime apprenticeship of classroom observations (Lortie, 1975), would not change subsequent to the fieldwork experience and further, that initial schemas would guide participants through their classroom observations and help them remember knowledge from such experiences that validated and reinforced their initial teaching and teacher schemas.

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