Topic: Cognitive Processing
Content: Schema Theory
For every topic we study, have an essay plan going. Add to it as we begin study, add to it as we look at research, add to it as we close topics out. Consider essay plans live documents. Please ask if you need help.
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Visit our shared Google folder to review SAQ exemplars and plans.
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Schema Theory
Please read in your text p141-148 on Schema Theory. Use the Vocab Support below to help learn about terms necessary to discuss this theory.
We will also use additional readings to study this topic.
'Schema Theory (schema reading below)' p70-77 (Pearson text)
We will also use additional readings to study this topic.
'Schema Theory (schema reading below)' p70-77 (Pearson text)
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key_study_darley_and_gross.docx | |
File Size: | 17 kb |
File Type: | docx |
study_darley_and_gross.pdf | |
File Size: | 1410 kb |
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key_study_brewer_and_treyin.docx | |
File Size: | 55 kb |
File Type: | docx |
key_study_bransford_and_johnson_focus_work.docx | |
File Size: | 26 kb |
File Type: | docx |
Schemas are also known as knowledge networks, cognitive structures, and mental representations. They help us understand how events/sequences happen (scripts), they help us understand ourselves (self-schemas), and our social worlds (social schemas).
Schemas can exert influence at multiple stages of info processing (encoding, storage and retrieval). Schemas also play a role is how we form beliefs/perceptions of the world around us. They can lead towards stereotype formation, particularly if no one actively challenges our schematic understanding. A stereotype can be defined in many ways, but here are two definitions to think about: A stereotype is “...a fixed, over generalized belief about a particular group or class of people.’’ Cardwell (1996). “A stereotype is a schema, with all the properties of schemas.” Augoustinos et al (2006). |
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