learning_theories:schema_theory
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learning_theories:schema_theory [2011/07/11 14:40] jpetrovic [What is schema theory?] |
learning_theories:schema_theory [2023/06/19 16:03] (current) |
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| * **//language schema//** - knowledge of the vocabulary and relationships of the words in text | * **//language schema//** - knowledge of the vocabulary and relationships of the words in text | ||
| - | can cause easier or more difficult text comprehension(([[http://www.cluteinstitute-onlinejournals.com/PDFs/2006100.pdf|Schema Theory And L2 Reading Comprehension: Implications For Teaching. Journal of College Teaching & Learning, 3(7), p41-48. July 2006.]])), depending on **how developed** the mentioned schemata are, and weather they are **successfully activated**.((Carrell, P.L. Interactive text processing; Implications for ESL/second language reading. In P, L. Carrell, J. Devine & D.E. Eskey (Eds.) Interactive Approaches to second language reading. Cambridge: Cambridge University Press. 1988.)). According to Brown(([[http://books.google.hr/books?id=ZE4CAgAACAAJ|Brown, H.D. Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc. 2001.]])), when reading a text, it alone does not carry the meaning a reader attributes to it. The **meaning is formed by the** information and cultural and emotional **context the reader brings** through his schemata more than by the text itself. Text **comprehension and retention** therefore **depend** mostly **on the schemata the reader possesses**, among which the content schema should be one of most important, as suggested by Al-Issa(([[http://www.cluteinstitute-onlinejournals.com/PDFs/2006100.pdf|Al-Issa, Ahmad. Schema Theory And L2 Reading Comprehension: Implications For Teaching. Journal of College Teaching & Learning, 3(7), p41-48. July 2006.]])). | + | can cause easier or more difficult text comprehension(([[http://www.cluteinstitute-onlinejournals.com/PDFs/2006100.pdf|Schema Theory And L2 Reading Comprehension: Implications For Teaching. Journal of College Teaching & Learning, 3(7), p41-48. July 2006.]])), depending on **how developed** the mentioned schemata are, and weather they are **successfully activated**.((Carrell, P.L. Interactive text processing; Implications for ESL/second language reading. In P, L. Carrell, J. Devine & D.E. Eskey (Eds.) Interactive Approaches to second language reading. Cambridge: Cambridge University Press. 1988.)). According to Brown(([[http://books.google.hr/books?id=ZE4CAgAACAAJ|Brown, H.D. Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc. 2001.]])), when reading a text, it alone does not carry the meaning a reader attributes to it. The **meaning is formed by the** information and cultural and emotional **context the reader brings** through his schemata more than by the text itself. Text **comprehension and retention** therefore **depend** mostly **on the schemata the reader possesses**, among which the content schema should be one of most important, as suggested by Al-Issa(([[http://www.scribd.com/doc/45848596/Al-Issa-2006-Schema-Tehory-and-L2-Reading-Comprehension|Al-Issa, Ahmad. Schema Theory And L2 Reading Comprehension: Implications For Teaching. Journal of College Teaching & Learning, 3(7), p41-48. July 2006.]])). |
| ===== What is the practical meaning of schema theory? ===== | ===== What is the practical meaning of schema theory? ===== | ||
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| Explanations of structures of knowledge have been criticized for being rather **unclear** about what exactly can count as a schema and what does a schema include. The idea of schemata as more complex constructs of memory has also been questioned. Some researchers((McClelland, J.L., Rumelhart, D.E. and the PDP Research Group. Parallel distributed processing: explorations in the microstructure of cognition, vol. 2, Cambridge, MA: MIT Press, 1986.)) suggest schemata as such are just networks of interacting simple (//low-level//) units activated at the same time. For example, a classroom schema is formed by simultaneously activated units of a blackboard, desks, chairs and a teacher. | Explanations of structures of knowledge have been criticized for being rather **unclear** about what exactly can count as a schema and what does a schema include. The idea of schemata as more complex constructs of memory has also been questioned. Some researchers((McClelland, J.L., Rumelhart, D.E. and the PDP Research Group. Parallel distributed processing: explorations in the microstructure of cognition, vol. 2, Cambridge, MA: MIT Press, 1986.)) suggest schemata as such are just networks of interacting simple (//low-level//) units activated at the same time. For example, a classroom schema is formed by simultaneously activated units of a blackboard, desks, chairs and a teacher. | ||
| - | On the other hand, schema theory was the starting point or a component for many other cognitivist theories and theorists like [[http://www.cogsci.ucsd.edu/~jean/|Jean Mandler]], [[http://rumelhartprize.org/biography.htm|David Rumelhart]] (modes of learning) or [[http://web.media.mit.edu/~minsky/|Marvin Minsky]] (frame theory) who have further expanded it's concepts, and was also included in works of many other theorists like Sweller's ([[cognitive_load_theory|cognitive load theory]]) or Ausubell's ([[assimilation_theory|assimilation theory]]). | + | On the other hand, schema theory was the starting point or a component for many other cognitivist theories and theorists like [[http://www.cogsci.ucsd.edu/~jean/|Jean Mandler]](([[http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED269751|Mandler, Jean Matter. Stories, Scripts, and Scenes: Aspects of Schema Theory. Lawrence Erlbaum Associates, Inc., Publishers, 365 Broadway, Hillsdale, 1984.]])), [[http://rumelhartprize.org/biography.htm|David Rumelhart]] (modes of learning) or [[http://web.media.mit.edu/~minsky/|Marvin Minsky]] (frame theory) who have further expanded it's concepts, and was also included in works of many other theorists like Sweller's ([[cognitive_load_theory|cognitive load theory]]) or Ausubell's ([[assimilation_theory|assimilation theory]]). |
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| [[http://www.google.com/books?id=2QCWe2r-pvwC|D'Andrade, Roy G. The development of cognitive anthropology. Cambridge University Press, 1995.]] | [[http://www.google.com/books?id=2QCWe2r-pvwC|D'Andrade, Roy G. The development of cognitive anthropology. Cambridge University Press, 1995.]] | ||
| - | Mandler, Jean Matter. Stories, Scripts, and Scenes: Aspects of Schema Theory. Lawrence Erlbaum Associates, Inc., Publishers, 365 Broadway, Hillsdale, NJ 07642, 1984. | + | [[http://books.google.com/books?id=9KvHdk6TwA0C|Mandler, Jean Matter. Stories, Scripts, and Scenes: Aspects of Schema Theory. Lawrence Erlbaum Associates, Inc., Publishers, 365 Broadway, Hillsdale, 1984.]] |
| - | Minsky's frame system theory. In Proceedings of the 1975 workshop on Theoretical issues in natural language processing, 104–116. TINLAP '75. Stroudsburg, PA, USA: Association for Computational Linguistics, 1975. | + | [[http://books.google.com/books?id=3yLYAAAAMAAJ|Mandler, J. M. The foundations of mind: The origins of conceptual thought. New York: Oxford University Press. 2004.]] |
| - | Mandler, J. M. The foundations of mind: The origins of conceptual thought. New York: Oxford University Press. 2004. | + | [[http://www.ppsis.cam.ac.uk/bartlett/RememberingBook.htm|Bartlett, F.C. Remembering: A Study in Experimental and Social Psychology. Cambridge, England: Cambridge University Press. 1932.]] |
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| - | Bartlett, F.C. Remembering: A Study in Experimental and Social Psychology. Cambridge, England: Cambridge University Press. 1932. | + | |
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