Abstract During the 1970s, schema theory gained prominence as reading researchers took up early work by cognitive scientists to explore the role of schemas in reading. In the 1980s and '90s, the field shifted as researchers increasingly used sociocultural theories, particularly the work of L. S. Vygotsky, to frame investigations of literacy. This article provides a brief review of schema theory as situated in literacy studies. The authors review various conceptions of schema theory to consider how recent social and cultural perspectives might prompt reconsideration of schemas as transactional and embodied constructs. Concomitantly, they explore how earlier conceptions of schema theory may assist researchers in their articulation of concepts such as ideal and material tools and the role of activity in Vygotsky's work. The article concludes with considerations of implications for future work. Show
Journal Information Review of Educational Research (RER) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. Publisher Information The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. Its 20,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science. Rights & Usage This item is part of a JSTOR Collection. You may have heard the word schema as it relates to coding, where it refers to how a database is structured. While a schema in psychology still refers to how information is organized, it focuses on how the human mind does it. What Is a Schema in Psychology?A schema is a cognitive framework or concept that helps organize and interpret information. We use schemas because they allow us to take shortcuts in interpreting the vast amount of information that is available in our environment. However, these mental frameworks also cause us to exclude pertinent information to focus instead only on things that confirm our pre-existing beliefs and ideas. Schemas can contribute to stereotypes and make it difficult to retain new information that does not conform to our established ideas about the world.  Verywell / Emily Roberts History of SchemasThe use of schemas as a basic concept was first used by a British psychologist named Frederic Bartlett as part of his learning theory. Bartlett's theory suggested that our understanding of the world is formed by a network of abstract mental structures. Theorist Jean Piaget introduced the term schema, and its use was popularized through his work. According to his theory of cognitive development, children go through a series of stages of intellectual growth. In Piaget's theory, a schema is both the category of knowledge as well as the process of acquiring that knowledge. He believed that people are constantly adapting to the environment as they take in new information and learn new things. As experiences happen and new information is presented, new schemas are developed and old schemas are changed or modified. For example, a young child may first develop a schema for a horse. She knows that a horse is large, has hair, four legs, and a tail. When the little girl encounters a cow for the first time, she might initially call it a horse. After all, it fits in with her schema for the characteristics of a horse; it is a large animal that has hair, four legs, and a tail. Once she is told that this is a different animal called a cow, she will modify her existing schema for a horse and create a new schema for a cow. Now, let's imagine that this girl encounters a miniature horse for the first time and mistakenly identifies it as a dog. Her parents explain to her that the animal is actually a very small type of horse, so the little girl must at this time modify her existing schema for horses. She now realizes that while some horses are very large animals, others can be very small. Through her new experiences, her existing schemas are modified and new information is learned. Types of SchemasWhile Piaget focused on childhood development, schemas are something that all people possess and continue to form and change throughout life. Object schemas are just one type of schema that focuses on what an inanimate object is and how it works. For example, most people in industrialized nations have a schema for what a car is. Your overall schema for a car might include subcategories for different types of automobiles such as a compact car, sedan, or sports car. What are the four types of schemas? They include:
How Schemas ChangeThe processes through which schemas are adjusted or changed are known as assimilation and accommodation.
Schemas tend to be easier to change during childhood but can become increasingly rigid and difficult to modify as people grow older. Schemas will often persist even when people are presented with evidence that contradicts their beliefs. In many cases, people will only begin to slowly change their schemas when inundated with a continual barrage of evidence pointing to the need to modify it. How Schemas Affect LearningSchemas also play a role in education and the learning process. For example:
Challenges of SchemasWhile the use of schemas to learn, in most situations, occurs automatically or with little effort, sometimes an existing schema can hinder the learning of new information. Prejudice is one example of a schema that prevents people from seeing the world as it is and inhibits them from taking in new information. By holding certain beliefs about a particular group of people, this existing schema may cause people to interpret situations incorrectly. When an event happens that challenges these existing beliefs, people may come up with alternative explanations that uphold and support their existing schema instead of adapting or changing their beliefs. Resistance to ChangeConsider how this might work for gender expectations and stereotypes. Everyone has a schema for what is considered masculine and feminine in their culture. Such schemas can also lead to stereotypes about how we expect men and women to behave and the roles we expect them to fill. In one interesting study, researchers showed children images that were either consistent with gender expectations (such as a man working on a car and woman washing dishes) while others saw images that were inconsistent with gender stereotypes (a man washing dishes and a woman fixing a car). When later asked to remember what they had seen in the images, children who held very stereotypical views of gender were more likely to change the gender of the people they saw in the gender-inconsistent images. For example, if they saw an image of a man washing dishes, they were more likely to remember it as an image of a woman washing dishes. A Word From VerywellPiaget's theory of cognitive development provided an important dimension to our understanding of how children develop and learn. Though the processes of adaptation, accommodation, and equilibration, we build, change, and grow our schemas which provide a framework for our understanding of the world around us. Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.
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Kendra Cherry Thanks for your feedback! What is a key advantage of developing schemas and scripts?From the textbook's perspective, what is a key advantage of developing schemas and scripts? They reduce the amount of information we need to acquire in order to make sense of a situation.
How Does use of a schema improve memory?Various types of schema help us to understand a range of concepts. They can influence memories of events at the point of them being witnessed, affecting what our attention focusses on, therefore affecting the chunks of information available for encoding as long-term memories.
Why are schemas important for long term memory?Schemas support memory and perception by providing an organizational framework within which we can encode and store relevant information, and efficiently incorporate new information.
Which of the following roles do the preexisting mental frameworks called schemas have concerning the information we get from the environment?Schemas from prior encounters with the environment influence the way we handle information--how we encode it, what inferences we make about it, and how we retrieve it. the theory that memory is stored throughout the brain in connections among neurons, several of which may work together to process a single memory.
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From the textbooks perspective, what is a key advantage of developing schemas and scripts?
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