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Schema Theory

This version was saved 16 years, 11 months ago View current version     Page history
Saved by PBworks
on April 15, 2007 at 1:15:45 pm
 

Amanda Hatten

Maleesa Redish

Raiza Garcia

 

Outline

 

Introduction

Structure of the Schema Theory

Schema Effects Comprehension

Modifying a Schema

Inferencing- A Key Process

The Role Attention Plays

Schema Influences Memory

Conclusion

External Links

 

Introduction

 

Structure of the Schema Theory

All schema is rooted in additional schemata and contains what Anderson described as subschema. When schema is activated it involves the relationship of how the different knowledge parts stored connect to make meaning of text. These parts have been referred to as "nodes", "variables",or "slots"(Anderson & Pearson, 1984). When the schema is activated these parts are filled with some prior knowledge. Once one schema part is activated it is likely that these parts will remind the reader of more schema parts. There is a strong interconnection between each of the parts of the schema to represent the whole schema a reader activates when encountering text.The most important aspect of the schema theory as it relates to comprehension is "seeing the significance of the parts to the whole"(Anderson & Pearson,1984).

 

Schema Effects Comprehension

In an experiment done by Bransford and Johnson in 1973 they found that schemata has strong effects on comprehension. There study "demonstrated an extreme case of inadequate comprehension due to a failure of a relevant schema to be activated"(Freebody & Anderson, 1983). The subjects tested in the study did much better on recall of the passages when their prior knowledge was activated. The subjects that had little or no prior knowledge did poorly on the comprehension recall of the passage. This study helped to prove that appropriate schema of a topic helps the reader make meaning of the text or vocabulary involved in a text. (Freebody & Anderson, 1983).

 

Modifying a Schema

According to Anderson, schema is constantly modified. As an individual gains knowledge their mental filing cabinets begin to reorganize, routinely re-arranging, adapting, and restructuring concepts based on what is being learned and experienced. Not only is schemata modified by being continuously reorganized within the mind, but it also grows larger and becomes more specific and detailed from moment to moment as new information is received. When new information is presented to a reader that is reliable or credible to the reader they modify their existing schema. Most readers will check their exisiting schema of the content presented and check that the new information is consistent with what has already been stored in their schemata. The reader makes the decision to either add the information to the schema or reject the information as conflicting information with what the reader believes to be true (Anderson & Pearson 1984).

 

 

Inferencing- A Key Process

Since prior knowledge (organized into schemata) is one of the key factors relating to comprehension teachers are responsible for helping their students build the prior knowledge they require to make connections.

Anderson and his colleagues believe that inferences can be made at two different times during the reading process. They can be made when the reader is actually decoding or when they are searching their memory for more information. Anderson identified four kinds of inferences that are made during the reading comprehension process. The first type of inferences are the kind that the reader narrows the schema down to decide which schema would be appropriate for the text at hand. The second kind of inference Anderson calls the process of instantiating slots within a particular schema. The reader is filling a slot of missing information with an appropriate schema. “The reader can also fill the slot by assigning default values.” The fourth type of inference involves the reader drawing their own logical conclusion based on the knowledge provided. This inference is used when there is a lack of knowledge written in the text. A study done by Anderson, Reynolds, Schallert, and Goetz in 1977 suggested the following about the role of inferencing in the schema-theory. “First, schema selection is often based upon inference, then the schema one selects influences the amount and nature of recall, and once a schema has been selected, even by inference, it will drive other inferences, particularly slot-filling inferences.” (270) Researchers have argued over why age is related to the inference process and some believe as humans get older they have more schema to choose from to draw more inferences. (270)

 

 

The Role Attention Plays

 

Schema Influences Memory

Since schemata is essentially the organization of ones knowledge, memory plays a vital role in the schema theory. Humans learn many concepts each day, some which are revisited regularly and some of which are stored in the back of the mind for later use. Since all previous knowledge is not used on a day to day basis some of the information that is learned is also forgotten. For this purpose, think of forgotten information as memory loss (the information still exists, but you have to find it). Though adequate prior knowledge may exist, the memory may need to stirred in order for it to resurface. As an educator we must be aware of that fact and be sensitive to the likely hood that even if a child has adequate prior knowledge in a subject area they may need assistance recalling information that they already know in order to apply it to new information as it is learned.

 

 

 

Below you will find an sample schema theory of the term "egg". This illustrates how a person's memory influences their comprehension and links to many other areas. This diagram was produced from the below listed external link for Lingalinks.

 

 

Conclusion

 

References

 

Anderson,R., Pearson,P. (1984. A Schema-Theoretic View of Basic Processes in Reading Comprehension. Technical Report No. 306.

 

Freebody, P., Anderson,R. (1983). Effects of Vocabulary Difficulty, Text Cohesion, and Schema Availability on Reading Comprehension. ''Reading Research Quarterly.''(28)3.


External Links

 

LinguaLinks Page

This is a Lingualinks page about schema theory, including a diagram of a sample schema. It also has a link to cognitive theories of learning.

 

Schema Theory for Dummies

This site gives a brief history of the development of schema theory, along with some real-world examples of how schema theory influences brain activity. The text is easy to understand and discusses how researchers came to understand this theory.

 

The Organization of Knowledge

This link connects to a well-developed site that is part of a working paper. It includes research by Anderson and Pearson, as well as an example of a restaurant schema.

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