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Schema Theory

Schema theory proposes that knowledge is organized in the brain into mental representations called schemas. Schemas are networks of beliefs and expectations that help us process and interpret new information. Processing can occur automatically through bottom-up sensory input or top-down use of prior knowledge to fill in gaps. Schemas can affect memory by causing us to remember the general idea rather than specifics, and to recall information consistent with our schemas while ignoring inconsistent information, leading to biases. A classic study found that participants recalled office objects fitting their office schema better than unexpected items. Schema theory is useful but vague and may overlook accurate memory.

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Deborah Tang
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453 views28 pages

Schema Theory

Schema theory proposes that knowledge is organized in the brain into mental representations called schemas. Schemas are networks of beliefs and expectations that help us process and interpret new information. Processing can occur automatically through bottom-up sensory input or top-down use of prior knowledge to fill in gaps. Schemas can affect memory by causing us to remember the general idea rather than specifics, and to recall information consistent with our schemas while ignoring inconsistent information, leading to biases. A classic study found that participants recalled office objects fitting their office schema better than unexpected items. Schema theory is useful but vague and may overlook accurate memory.

Uploaded by

Deborah Tang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Schema Theory

Evaluate Schema Theory


with reference to research
studies

SCREAMA FOR YOUR SCHEEEEMA


A schema is a
mental
representation of
knowledge stored
in the brain.
It is a network of
knowledge, beliefs
and expectations
about particular
aspects of the
world.

How do we process
schemas?
It is to a large
extent automatic
(we do not pay
attention when it is
happening).
It involves
information from
two sources..

Bottom-Up Processes

i cdnuolt blveiee taht I cluod aulaclty


Information from
uesdnatnrd waht I was rdanieg. The
pweor of the hmuan mnid,
our sensory systems phaonmneal
aoccdrnig to a rscheearch at
We use the features Cmabrigde Uinervtisy, it dsenot mtaetr
in waht oerdr the ltteres in a wrod are,
on the object itself the olny iproamtnt tihng is taht the frsit
to build a perception. and lsat ltteer be in the rghi t pclae.
The rset can be a taotl mses and you
can sitll raed it whotuit a pboerlm. Tihs
Takes longer that
bcuseae the huamn mnid deos not
top-down but is more is
raed ervey lteter by istlef, but the wrod
as a wlohe. Azanmig huh? yaeh and I
accurate.
awlyas tghuhot slpeling was ipmorantt!
if you can raed tihs forwrad it.

Top-Down Processes
Information stored in
memory.
We perceive by filling the
gaps in what we sense.
I _ant ch_co_ate ic_
cr_am.
Based on our experiences
and schemas.
If you see many old men in
glasses, you are more apt to
process a picture of an old
man (even when you may be
in error).

One example is Gender


Schema
Societies beliefs about
the traits of males and
females.
Causes gender schemas.
Which influences
Processing of social
information.
Self-esteem (our behavior
must fit in to gender
schema)
How does could the Bartlett
study (1932) be used to
explain gender schemas?

Rest

Snore

Sound

Tired

Bed

Comfort

Awake

Eat

Wake

Dream

Slumber

Night

Last

Brewer and Treyens (1981)


Experiment of memory of objects in a
room
Aim:
To investigate
whether peoples
memory for objects
in a room (office) is
influenced by
existing schemas
about what to
expect in an office.

Brewer and Treyens (1981)


Experiment of memory of objects in a
room
Procedure
Participants were 30
university students,
who arrived
individually to the
laboratory and were
asked to wait in an
office containing
objects (desk
typewriter, coffee
pot etc)

Brewer and Treyens (1981)


Experiment of memory of objects in a
room

There were also other


objects that did not
conform to the office
schema (skull, piece of
bark, pair of pliers etc..)
After waiting for some
time, participants were
taken out of the office
and asked to write down
everything they could
remember from the
room.

Brewer and Treyens (1981)


Experiment of memory of objects in a
room
Results
Most participants recalled
the schematic objects
(desk, typewriter)
Some participants reported
things that would be
expected in office but were
not present (phone, books)
Many participants also
recalled the skull (not as
predicted by schema
theory)

Brewer and Treyens (1981)


Experiment of memory of objects in a
room

Evaluation
The study confirms
schema theory (and
reconstructive memory),
but once again it was a
controlled laboratory
environment.
The study used deception,
but they were debriefed
and not harmed.
Sample bias with only
university students.

How can schemas affect


memory?
People remember the
meaning (gist) of
something and not the
actual wording (Bartlett)
People use stored
knowledge to make
sense of incoming info
(top-down). If the info is
incomplete, they fill in
the gaps (reconstructive
memory) (Bartlett).

How can schemas affect


memory?
People tend to ignore
information not in line with
their schemas (aschematic
information). This leads to
bias (Darley and Gross and
Brewer and Treyens )
People tend to focus on
information that is in line
with their schema. This
can result in confirmation
bias (Darley and Gross
and Brewer and Treyens ).

Strengths and Weaknesses of


Schema Theory
Strengths
Schema theory has
proven useful in
explaining many
cognitive processes
(memory, reasoning
etc..)
Can be used to explain
phenomenon such
reconstructive
memory and
stereotyping.

Weaknesses
Cohen (1993) argues
that schema theory is
too vague to be useful
and never truly
explains where they
come from.
Focuses too much on
inaccuracies of
memory where people
are still accurate most
of the time.

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