Schema (psychology)
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| - | A '''schema''' (pl. ''schemata''), in psychology and cognitive science, is a mental structure that represents some aspect of the world. | + | In [[psychology]] and [[cognitive science]], a '''schema''' (plural ''schemata'' or ''schemas''), describes an organized pattern of thought or behavior. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information. Schemata influence attention and the absorption of new knowledge: people are more likely to notice things that fit into their schema, while re-interpreting contradictions to the schema as exceptions or distorting them to fit. Schemata have a tendency to remain unchanged, even in the face of contradictory information. Schemas can help in understanding the world. Most situations do not require effortful thought when using schema, since automatic thought is all that is required. People can organize new perceptions into schemas quickly. |
| - | This learning theory views organized knowledge as an elaborate network of abstract mental structures which represent one's understanding of the world. Schema theory was developed by the educational psychologist R. C. Anderson. The term ''schema'' was first used by [[Jean Piaget]] in 1926, so it was not an entirely new concept. Anderson, however, expanded the meaning. (See LinguaLinks external reference below). | + | People use schemata to organize current knowledge and provide a framework for future understanding. Examples of schemata include [[Rubric (academic)|academic rubrics]], [[Social cognition#Social schemas|social schemas]], [[stereotype]]s, [[social role]]s, scripts, [[worldview]]s, and [[archetype]]s. In [[Piaget's theory]] of development, children adopt a series of schemata to understand the world. |
| - | + | ==See also== | |
| - | People use schemata to organize current knowledge and provide a framework for future understanding. Examples of schemata include [[Rubric (academic)]], [[stereotype]]s, [[social role]]s, scripts, [[worldview]]s, and [[archetype]]s. In [[Piaget's theory]] of development, children adopt a series of schemata to understand the world. | + | * [[Cognitive dissonance]] |
| + | * [[Cultural schema theory]] | ||
| + | * [[Memetics]] | ||
| + | * [[Social cognition]] | ||
| + | * [[Behavioral script]] | ||
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In psychology and cognitive science, a schema (plural schemata or schemas), describes an organized pattern of thought or behavior. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information. Schemata influence attention and the absorption of new knowledge: people are more likely to notice things that fit into their schema, while re-interpreting contradictions to the schema as exceptions or distorting them to fit. Schemata have a tendency to remain unchanged, even in the face of contradictory information. Schemas can help in understanding the world. Most situations do not require effortful thought when using schema, since automatic thought is all that is required. People can organize new perceptions into schemas quickly. People use schemata to organize current knowledge and provide a framework for future understanding. Examples of schemata include academic rubrics, social schemas, stereotypes, social roles, scripts, worldviews, and archetypes. In Piaget's theory of development, children adopt a series of schemata to understand the world.
See also
