Module IV-Representations (schemata)

Characteristics of Schema

• Knowledge

  • Ie. tell me everything you know about Chicago – things you learned over time through your schematic experiences

• Comprehension 

  • Jug with a lot of dolphins vs two naked partners

• Structured

  • Hierarchal - schema for education, but different schemas for music v math education

Schema

default assumptions based on your previous experience (ie. my schema regarding the dentists office is: 1 hour visit, white office, have a cavity lol)

Script

a schema of actions
ex. knowing how to play baseball - you can use that script to use a stick to hit a fruit midair

Can Schemas Change

yes if they have never been experienced, not really if they have. study showed that, if you read someone 3 different stories on dentists, their schema would show virtually no difference. sometimes we change our schema when something different is presented to us (ex. maybe… she’s not a bitch?!!?)

Tip of Tongue State

A retrieval state in which a person feels he or she knows the information but cannot immediately retrieve it; You can remember the first letter of the word, the number of syllables, and the meaning, but not the whole word.

increase as we get older!

Conrad’s Confusion Matrix: Letter Confusions

person was shown a letter for a few milliseconds and then was asked what the letter was. people were more likely to confuse it if the letter was auditory versus visual

Types of Word Confusions

acoustic: hare v hair
semantic: lion, tiger, horse > lion, tiger, bear
categorical: i studied a bunch of jungle animals today (lion, tiger), so i probably studied a cheetah too? (no!)

Spoonerisms & Malapropisms

spoonerism example: you have Hissed all of my MYstery lessons
(supposed to be missed and history)

malapropism example: we moved into a new condom!
(supposed to be we moved into a new condo)

Sentence Representations - Meaning

the context can change the meaning of one word in a sentence so we don't recognize it from earlier; John caught the mouse/John was caught in traffic/John caught the ball — the word’s meaning changes depending on the context

Sentence Representations - Evidence

sentences with…
semantics and syntax - participants had the greatest recall
syntax but no semantics - participants had some recall
no semantics or syntax - participants had the worst recall

AND

story grammar - all stories have a certain structure
participants were shown a story. if the second story they were showed was similarly structured, they had an easier time recalling it than if it was structured much differently

Text Comprehension

we retain gist information (less accurate) and forget verbatim information (more accurate)

Bridging Inferences

They help us link new information to prior knowledge, ensuring the story or event makes sense.

ex. if a text says, "John took an aspirin. His headache went away," we infer that the aspirin relieved the headache, even though it's not directly stated.

Balloon Passage

participants were read a passage on a balloon where someone is at the bottom of the apartment building sitting a song for someone at the top of the building and they tie a speaker to a balloon to bring it up to the window.

if you just listen to the story, it makes no sense. if you listen, then see a picture of the story, it still doesn’t really make any sense. if you see the picture THEN listen to the story, it makes sense