Exploring the Schema Theory of Learning Essay

A schema is a concept that organizes information. Piaget calls his cognitive development concepts schemas (Myers, 2014).

A schema is a cognitive pattern or structure comprised of beliefs and perceptions. Worldview is a type of schema, which can be formed by cultural cues, family socialization, and identity. Schemas can change over time, and they can be helpful for organizing the complex world. Some schemas are helpful in that they anchor the mind and emotions in the midst of an overwhelming amount of information and stimuli in the environment. However, schemas can easily become maladaptive. Examples of how schemas become maladaptive are most noticeable with regards to stereotyping, biases, and paranoia. Abuse and trauma can significantly and adversely impact an individual's schemata. Conflicting schemata can also lead to experiences of cognitive dissonance or confused identity.

Schema theory works on two main schemas, Recall and Recognition Schema. Recall memory is responsible for the movement that occurs, and, Recognition memory is accountable for the evaluation of the movement. Recall memory acts to produce movements, usually quick response movements. Every time the schema is used more information is gathered, and the individual begins to establish a relationship that

Schema is knowledge about a particular event produced by a previous experience with the event. How schema affects memory has strong interest with researchers, previous researchers have used schema-consistent and schema-inconsistent targets then asked participants to complete a recognition test. Most experiments found that inconsistent items were recalled and recognized more than consistent items. Except, an experiment done by Brewer and Treyens that reported that more consistent item were recalled than inconsistent. The purpose of the current study is to test the reliability of the results by Brewer and Treyens experiment. The following experiment on how schema affects memory, hypothesis that items inconsistent with expectation will be

Reading these there is no telling what they are asking for. It is not until you are finished with the list of instructions that they explain that they are a list on tasks on how to build a proper snowman (Lizabeth and Novak, 2014). Once you know that the list on instructions are for that one task it all starts to make since. It is similar to a person and how they view themselves. If you know that something makes you angry you most likely try and avoid that certain situation. Due to the fact that you have a schema of that certain thing and how it makes you feel. With Schema you know through past experiences and beliefs what your strengths and weaknesses are. You can tell what is going to make you comfortable and uncomfortable. This concept relates to the course because it is how one’s self sees themselves in the world. It is how they know what is to come from them interacting with the world and how they will be affected by it (Lizabeth and Novak,

I can draw a parallel between modern databases and schemas. In a database we have something called a primary key. That is a unique identifier that we use to access a table of information. We do not need to know the contents of the table just the identifier which is kind of a pointer. The mental models our schema are our brain’s attempt to build theses kind of tables containing information represented by a key. In the example used early in the text the schema is “restaurant”. That primary key identifies a mental model we have already constructed.

to explain how we use and adjust our schemas, piagete proposed two more concepts first we assimalate new expierence. we interpret them in term of current schemas.

Schemas are a way we categorize and compare people based on information we have received from our life experiences. They help organize and get a clear image of the world. Schemas are often useful because they make comparing things so much easier. The create shortcuts for us to use in events similar to past events, which makes it easier for us to get through the encounter. Schemas influence the amount of attention you pay to a past event.

Ask the students to flip the page to the Schema-Knowledge worksheet (attached). Show the slide with the rules. Keep the slide up during the activity, in case a student needs to refer to

- To expose students to a variety of subjects to create a schema for them to build upon

As I think about ways to move my students toward a growth mindset, the brain-targeted teaching model is a great approach. Through the examination of this teaching model, I have realized students need a clear depiction of what activities and tasks lead us to a strong understanding of the content. Hardiman, Novak, , Delgado, & Stella (2012) state that, “both teachers and students need a deep understanding of the unit goals as well as the connections within the unit to other concepts”. When students and teachers have a clear visual and step-by-step guide, they can be invested in each task and make connections to the content. The concept map is a great tool to address this student need, as brain target three, learning design focuses on. As I begin unit two with my students next week, I will use the concept map to show students how certain strategies help us to understand and work through our content focus of place value, addition and subtraction. Thinking about my previous planning, there was not a clear path in my learning design. On the first day of the unit I would tell students our over arching goal but never really described how we would get there. Students were receiving information daily and could never understand how each task was connected. Moving forward this will be a vital piece of my instruction that helps students understand the big concepts in ways that connections happen like putting pieces together to complete a puzzle.

An example would be a student who believes all teachers are intimidating and bossy from past experiences, but after having a shy and timid teacher, their view may change their internal schema and stereotype of all teachers being individual. Scientists may want to study the reactions of the student and how he or she will integrate the new schema. Social cognition researchers are also interested to study the regulation of activated schemas. It is widely perceived that the situational activation of schemata is automatic, outside of conscious control. However, the regulation and activation of social schemas is self-regulatory and independently motivated.

This essay will mainly focus on the effect of schemas on memory. Schemas describe a pattern of behavior or thoughts that organizes categories of information and their relationships. Social and cultural factors affect the schema, which means it influences what is saved in the memory. Information are stored in our brain in the form of schema, it could be events, objects, ideas or people. Memory is the capacity by which the brain stores and remembers information. People in different environment have different schemas because they are introduced to different information. This essay will explain the investigation on the relationship between social or cultural influences on memory and to what extent it affects it. It will have a specific concern

Knowledge is the information we have gained through learning or experience in this world. To acquire knowledge, in the process of learning or experiencing, our brain must be able to classify various objects and events around us into different categories and later store them in our memory. This mental classification operation, which forms the basis for the construction of our knowledge, is called categorization. The groups which this process places objects into are called categories. In cognitive science, the study of human knowledge focuses on categorization.

In a classroom, the teacher is the leader. As such, they must take into account which teaching methods would be best to develop their students learning abilities. During my observations at New Hyde Park Memorial High School, I was able to witness a wide array of teaching strategies. For this paper, I will choose specific methods, and discuss how certain teachers used them effectively within the classroom. First, I will discuss how the modeling process was used to enhance student’s abilities to learn. Modeling is a process of teaching through demonstration. Second, I will discuss how mapping, a learning strategy that helps students understand relationships between ideas, was