Schema Theory And The Schema Theory

This framework is known as a ‘schema’." This means that our previous memories or experiences shape the ones we have in the future. In example, we may remember eating Oscar Meyer (Oscar Mayer) hot dogs as a child, and from that point on remember it wrong.

Jean Piaget investigated how children think. According to Piaget, children’s thought processes change as they mature physically and interact with the world around them. Piaget believed children develop schema, or mental models, to represent the world. As children learn, they expand and modify their schema through the processes of assimilation and

Memory is the process of encoding, storing and retrieving information in the brain. It plays an import role in our daily life. Without memory, we cannot reserve past experience, learn new things and plan for the future. Human memory is usually analogous to computer memory. While unlike computer memory, human memory is a cognitive system. It does not encode and store everything correctly as we want. As suggested by Zimbardo, Johnson and Weber (2006), human memory takes information and selectively converts it into meaningful patterns. When remembering, we reconstruct the incident as we think it was (p. 263). Sometimes our memory performance is incredibly accurate and reliable. But errors and mistakes are more commonly happen, because we do

To stress the prevalence of the effects of stereotypes, Steele repeated his first experiment with white men and Asian men as the subjects. As the dominant group, white people are often unaffected by the stereotype, but in this particular experiment they underperformed greatly. Stereotypes even exist within racial groups. In one experiment, Steele had older people and younger people try to memorize 30 words for two minutes. Afterwards, they would try to write down as many words as they can. The group of older people who read an article confirming that age impairs memory wrote down significantly fewer words than the group of older people that did not receive the treatment. This is also an example of ageism (Henslin, 2017). A common motif in Steele’s experiments is a reminder of the stereotype, referred to as a cue. The experiments demonstrate that the smallest hint of a stereotype is enough of a cue to cause underperformance. In an experiment with girls and boys ages five to seven, the only difference between the treatment and control group was coloring a picture of a doll.

Memory is a set of cognitive processes that allow us to remember past information (retrospective memory) and future obligations (prospective memory) so we can navigate our lives. The strength of our memory can be influenced by the connections we make through different cognitive faculties as well as by the amount of time we spend devoting to learning specific material across different points in time. New memories are created every time we remember specific event, which results in retrospective memories changing over time. Memory recall can be affected retrospectively such as seeing increased recall in the presence of contextual cues or false recall of information following leading questions. Memory also includes the process

In Piagets view, a schema includes both a category of knowledge and the process of obtaining the knowledge. As experiences happen, this new information is used to modify, add to or change previously existing schemas.

Most people are very convinced that they have memories of past experiences because of the event itself or the bigger picture of the experience. According to Ulric Neisser, memories focus on the fact that the events outlined at one level of analysis may be components of other, larger events (Rubin 1). For instance, one will only remember receiving the letter of admission as their memory of being accepted into the University of Virginia. However, people do not realize that it is actually the small details that make up their memories. What make up the memory of being accepted into the University of Virginia are the hours spent on writing essays, the anxiety faced due to fear of not making into the university and the happiness upon hearing

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.

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.

Schemas are stored in long term memory. Most people have similar schemas and this was recognized by Bower, Black and Turner (1979) when they asked several people to recall the schema for the most important things they do when they go out to a restaurant for a meal. They found out that most people put the same main aspects in their schemas. Bartlett's theory of Reconstructive Memory is

A central concept in Piaget’s theory is that of the schema. It is defined as an internalized representation of the world or an ingrained and systematic pattern or thoughts, action, and problem solving. Our schemata are developed through social learning or direct learning. Both processes involve assimilation, which is

Schemas are detailed cognitive networks stored in long term memory. They organise and relate information from past experiences to represent an individual’s construal of different objects and events (Eysenck & Keane, 2015). Similar cognitive networks about oneself are self-schemas. According to Markus (1977) these guide self-related actions and behaviour, and form self-concept. This knowledge is important for improving oneself, building self-esteem, and striving for success (Suls & Wheeler, 2011). The initial development of schemas and self-awareness is thought to occur in childhood; detailed in Piaget’s Stage Theory (Piaget, 1976). Rather than exploring child cognitive development, this essay will discuss some of the theories of individual self-schema development and some ways they are maintained under threat.

Prior to the early 1970s the prominent idea of how memories were formed and retrieved revolved around the idea of processing memory into specific stores (Francis & Neath, 2014). These memory stores were identified as sensory memory, short-term memory, and long-term memory. In contrast to this idea, two researchers named Fergus Craik and Robert Lockhart proposed an idea linking the type of encoding to retrieval (Goldstein, 2015). This idea is known as the levels of processing theory. According to this theory, memory depends on the depth of processing that a given item is received by an individual (Goldstein, 2015). Craik and Lockhart stressed four points in supporting their theory. First, they argued that memory was the result of a series of analyses, each level of the series forming a deeper level of processing than the preceding level (Francis & Neath, 2014). The shallow levels of processing were believed to hold less importance and are defined as giving little attention to meaning of an item. Examples of which include focusing on how a word sounds or memorizing a phone number by repeating it over and over again (Francis & Neath, 2014) (Goldstein, 2015). The deeper levels processing involve paying close attention to the meaning of an item and relating that meaning to something else, an example of which would be focusing on the meaning of a word rather than just how the word sounds (Francis & Neath, 2014) (Goldstein, 2015). The second point Craik and Lockhart

Memory makes us. It is, to an extent, a collection of unique and personal experiences that we, as individuals, have amassed over our lifetime. It is what connects us to our past and what shapes our present and the future. If we are unable remember the what, when, where, and who of our everyday lives, our level of functioning would be greatly impacted. Memory is defined as or recognized as the “sum or total of what we remember.” Memory provides us the ability to learn and adjust to or from prior experiences. In addition, memory or our ability to remember plays an integral role in the building and sustaining of relationships. Additionally, memory is also a process; it is how we internalize and store our external environment and experiences. It entails the capacity to remember past experiences, and the process of recalling previous experiences, information, impressions, habits and skills to awareness. It is the storage of materials learned and/or retained from our experiences. This fact is demonstrated by the modification, adjustment and/or adaptation of structure or behavior. Furthermore, we as individuals, envision thoughts and ideas of the present through short-term memory, or in our working memory, we warehouse past experiences and learned values in long-term memory, also referred to as episodic or semantic memory. Most importantly, memory is malleable and it is intimately linked to our sense of identity and where we believe we belong in the world.

Many of our abilities are innate and that includes memory. Memory is tightly connected with learning, which then can be influenced the individual's behavior in the future. In terms of cognition, the psychologist focuses on the way we process information. The information is brought and understand into the mind in various of ways and is then manipulated by placing into a sensory, short term or long term storage and is recalling and retrieved when necessary. Even so, retrieving memory was no longer the process of picking out an asymmetrical experience from storage, rather than the reconstruction of experience of using the schema as a guide. (Gray 2010)