schem a theory

8/19/2019 Schem a Theory

1/21

Schema Theory

by Mr Daniel Hansson


2/21

War of the ghosts

One night two young men from Egulac went down to the river to hunt seals and while they were there it

became foggy and calm. Then they heard war-cries, and they thought: "Maybe this is a war-party". They

escaped to the shore, and hid behind a log. ow canoes came up, and they heard the noise of paddles, and

saw one canoe coming up to them. There were five men in the canoe, and they said:

"!hat do you thin# !e wish to tae you along. !e are going up the river to mae war on the people."

One of the young men said,"$ have no arrows."

"%rrows are in the canoe," they said.

$ will not go along. $ might be illed. My relatives do not now where $ have gone. &ut you," he said,turning to the other, "may go with them."

'o one of the young men went, but the other returned home.

%nd the warriors went on up the river to a town on the other side of (alama. The people came down to

the water and they began to fight, and many were illed. &ut presently the young man heard one of the

warriors say, ")uic, let us go home: that $ndian has been hit." ow he thought: "Oh, they are ghosts.*

+e did not feel sic, but they said he had been shot.

'o the canoes went bac to Egulac and the young man went ashore to his house and made a fire. %nd he

told everybody and said: "&ehold $ accompanied the ghosts, and we went to fight. Many of our fellows

were illed, and many of those who attaced us were illed. They said $ was hit, and $ did not feel sic."

+e told it all, and then he became uiet. !hen the sun rose he fell down. 'omething blac came out of his

mouth. +is face became contorted. The people umped up and cried.

+e was dead.


3/21

Bartlett (1932)

• artici!ants hear" an #nfamiliar $orth %merican

fol& tale

• %fter'ar"s they 'ere as&e" to retell the story

many times• The recalle" story 'as "istorte" in a n#mber of

'ays s!ecifically alterations an" omissions

changes in length an" 'or"s• The retelling of the story 'as infl#ence" by the

!artici!ants* !ersonal c#lt#ral bac&gro#n"


4/21

What is a schema+

• %n organi,e" mental

re!resentation of

information abo#t the

'orl" e-ents or !eo!lestore" in long term

memory

• Does not ha-e a

!hysical e.istence (b#tmay be relate" to the

organi,ation of ne#rons

in the brain)


5/21

What is schema theory+

• The term schema 'as

first #se" by /ean iaget

in 1920 (b#t there ha-e

been many 'ith similar

i"eas before him)

• .!lains ho' !eo!le

"e-elo! i"eas from sim!le

i"eas into com!le. ones

• Schemas are forme" an"re-ise" by relating

e.!eriences to each other


6/21

The constr#ction of schemas

accor"ing to /ean iaget

• We try to #n"erstan" a ne' or "ifferent obect orconce!t by #sing one of o#r !re4e.istingschemas

• D#ring assimilation 'e try to fit ne' obects intoe.isting schemas (a ty!e of recognition it!ro-i"es #s 'ith comfort an" sec#rity)

• D#ring accommodation 'e change o#r

schemas to fit the characteristics of a ne' obect(learning)


7/21

Schema acti-ity

1 % chil" sees a chih#ah#a for the first timean" incor!orates it into his schema of a

"og 5s this an e.am!le of assimilation oraccommo"ation+

2 % chil" calls a cat a "og beca#se it has

fo#r legs b#t is correcte" 5s this ane.am!le of assimilation oraccommo"ation+


8/21

6haracteristics of schema

• 6onsists of conce!ts thatare relate" to each other

• nco"es general&no'le"ge that can be

a!!lie" to many "ifferentsit#ations• 6an be hierarchical ie

consist of s#b4schemata7"ifferent le-els

• 5s #n!rinci!le" ie canbe organi,e" in infinite'ays


9/21

Hierarchical Schema


10/21

Thematic Schema

Going skiing

Go to

mountains

Put on

down

jacket

Buy lift

ticket

Ski down

slope

Drink hot

chocolate


11/21

%cti-ity 2

1 6reate a min" ma! abo#t a conce!t of yo#r

o'n choice 8rgani,e it thematically aro#n"

one theme Then create a hierarchical min"

ma! going from the general to!ic to thes!ecific Which of the min" ma!s "o yo#

!refer+

2 roce"#re schemas are schemas for certain

s&ills or e-ents 6reate a schema for e-ents

that ha!!en 'hen yo# are -isiting a resta#rant


12/21

What "oes schemas "o+

• They g#i"e o#rbeha-io#r

• They !re"ict li&ely

ha!!enings• They hel! #s to

ma&e sense of c#rr ent e.!eriences

• They hel! #s toa"a!t to changingen-ironments


13/21

What "oes schemas "o+

• They allo' #s toform e.!ectationsabo#t sit#ations

the 'orl" an"!eo!le• They sim!lify

reality

• They organise o#r&no'le"ge an" assist recall


14/21

• % schema abo#t a certain gro#! of !eo!le

is calle" stereoty!e What is yo#r

stereoty!e of a farang+


15/21

ate the com!rehensibility of this !assage

(14:)

The procedure is actually quite simple. First you arrange items into different

groups. Of course one pile might be sufficient depending on how much

there is to do. If you have to go somewhere else due to lack of facilities, that

is the next step otherwise, you are pretty well set. It is important not to

overdo things. That is, it is better to do few things at once than too many. In

the short run this may not seem important but complications can easily

arise. ! mistake can be expensive as well. !t first the whole procedure will

seem complicated. "oon, however it will become #ust another facet of life. It

is difficult tot foresee any end to the necessity for this task in the immediate

future, but then, one never can tell. !fter the procedure is completed onearranges the materials into different groups again. The n they can be put into

their appropriate places. $ventually they will be used once more and the whole

cycle will then have to be repeated. %owever, that is part of life.


16/21

ate the com!rehensibility of this !assage

(14:)!ashing lothes

The procedure is actually quite simple. First you arrange items into different

groups. Of course one pile might be sufficient depending on how much

there is to do. If you have to go somewhere else due to lack of facilities, that

is the next step otherwise, you are pretty well set. It is important not to

overdo things. That is, it is better to do few things at once than too many. In

the short run this may not seem important but complications can easily

arise. ! mistake can be expensive as well. !t first the whole procedure will

seem complicated. "oon, however it will become #ust another facet of life. It

is difficult tot foresee any end to the necessity for this task in the immediatefuture, but then, one never can tell. !fter the procedure is completed one

arranges the materials into different groups again. The n they can be put into

their appropriate places. $ventually they will be used once more and the whole

cycle will then have to be repeated. %owever, that is part of life.


17/21

Bransfor" ; /ohnson (19:2)

• artici!ants !resente" 'ith the


18/21


19/21

Write "o'n as many items as yo# can

remember


20/21

What "i" yo# remember+

&hair'( )

*esk'( )

"kull' +ine bottle' -

&offee pot'

ine basket' /

0ooks'


21/21

schem a theory

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