The higher intensity that the verb used in the

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speed that the participants would give due to the idea of schema theory. The experimental group that had the highest average of estimated speeds in our experiment was the “smashed” group,
Schema Theory and Verbal Altercations10therefore, supporting our hypothesis and the schema theory as well. The correlation between the results of both this replicated experiment and the original experiment, prove that verbal altercation and the way that something is phrased can influence the way other’s view or think of a certain event. In terms of the procedural methods of this replication, there were both strengths and limitations to our experiment. One strength of this experiment includes the fact that the study tested the cause and effect relationship between the two types of words and how that impacted the way the participants perceived the event. This was a strength because this idea was further portrayed through our data as well. Another strength of this experiment is that the study could be replicated, as we have clearly shown, and that there is a relationship between the independent and dependent variables. Furthermore, this replication of the study produced similar results as the original study which shows how our fulfillment of this study was successful. Alternatively, throughout the replication of this experiment, there are also limitations that are present as well. One limitation that is present through this experiment surrounds the idea that there is lack of control over the variables throughout the experiment. In further detail, although the verbal altercations made to the question posed is intended to influence the participants’ schema theory, there is still a lack of control over how the participants may view the event shown due to our cofounding variable of cognitive schema which poses as a bias in the experiment. Additionally, another limitation is that this study uses opportunity sampling with high school participants that were under the age of 18, therefore some of our participants can not even drive yet. In terms of this experiment this poses as a limitation because using children or adolescents in a psychological study is not always reliable due to their lack of global knowledge and maturity.
Schema Theory and Verbal Altercations11More specifically with this experiment, some of the participants have a lack of experience with driving which could have had an impact on their perception of the speed, therefore being a potential limitation to the experiment. In terms of the way this replicated experiment was carried out, one way that this experiment could be improved would be by ensuring that the cognitive schema of the participants is as limited as possible. For example, we could use only participants who have never experienced a car collision of their own. We could do what we could to limit the amount of bias that any participant has previously developed before the experiment. Although it is

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