Schema Theory - Cognitive Approach

Schema theory can be used under Cognitive processing in the schema theory box or in the models of memory. Both ERQ and SAQ. If asked as SAQ, first paragraph explain the theory and outline one study without evaluation

First paragraph: outline and description of the theory (Schema theory)

Schema theory is a cognitive theory of how humans process incoming information using already existing knowledge (schemas). Schemas are mental representations that are deprived from prior experience and knowledge. Schemas help us predict what to expect based on what has happened before. They are used to organize our knowledge, to assist recall, to simplify the world. Schemas are energy-saving devices, meaning that we use schemas and save mental energy since they help us understand and predict the world we live in. However, schemas may fill in the missing information which may lead to errors in processing information, such as distortions of memory.

Second Paragraph: Outline of study 1 (B&J)

Bransford & Johnson investigated the stages at which schemas are likely to influence memory. In this lab experiment, all participants listened to an ambiguous passage about washing clothes. One condition was told the topic of the passage, washing clothes, before listening, one was told after listening and the control condition was not told anything. They found that participants in Topic-Before condition remember more from the paragraph than other conditions. This shows how the activation of schemas before taking in new information, leads to better comprehension and memory. When we know what something is about beforehand, our schemas about that situation are activated, and this can affect the way we perceive or remember it.

Link of study 1 to theory (B&J to Schema Theory)

The findings of Bransford & Johnson's study support schema theory by demonstrating that prior knowledge enhances memory retention.

The study shows that when we activate our schemas of washing clothes before receiving ambiguous information, we remember the information better.

Paragraph 3: Evaluation of study 1 (B&J)

One strength of this study is high internal validity, which means high control of extraneous variables. In this study they used the same passage which was pre recorded. This means we can be more sure that the independent variable (activation of schema of washing clothes before) causes changes in the dependent variable (memory). Especially since the participants were randomly allocated to conditions, and the independent variable was manipulated by the researcher.  

One limitation of this study could be participant variability, which means that participants characteristics may influence their performance in the study. For example, some participants may have more experience of washing clothes than other participants, or some participants may have better memory. 

par. 4: Study 2 (M&H on Schema theory)

Martin & Halverson conducted an experiment to see if children between the ages of five and six would experience memory distortion due to gender schema. The researchers showed the children pictures of males and females in activities that were either in line with gender role schemas - for example, a girl playing with a doll - or inconsistent with gender role schemas - for example, a girl playing with a toy gun. The children were asked to remember what they had seen in the pictures a week later. The children had distorted memories of pictures that were not consistent with gender role schemas - they remembered the picture of a girl playing with a toy gun as a picture of a boy playing with a toy gun. Children remembered more details and demonstrated less memory distortion when the stories were consistent with gender schema.

Link study 2 to theory (M&H to Schema theory)

The study supports schema theory by showing that children's memories are influenced by their gender schemas, leading to memory distortions for information inconsistent with those schemas.

Evaluation of study 2 (M&H on Schema theory)

To control for response bias, participants were asked about images they hadn’t seen and rated their confidence levels. Those who remembered unseen images typically had low confidence. Another strength is that instead of forcing a "boy" or "girl" response, children could choose from five options: man, woman, boy, girl, or "I don't know”. However, the task’s artificial setup lowers its ecological validity, as it doesn’t reflect real-world gender processing.

Last theory: Evaluation of Schema theory (TEACUP)

Schemas Theory is testable and there is empirical support, for example, experimental studies by Bartlett, and Bransford and Johnson. The studies above provide empirical support for the theory. There is also biological research to support the way in which that brain sorts input. These findings suggest that our brains automatically sort information and , in the same manner which schema theory predicts. 

Schema theory has been applied to help us understand how memory works, how schemas can both help us fill in blanks and remember better but also how schemas can distort memory. It is a robust theory that has many applications across many fields of psychology.

Conclusion of Schema theory ERQ

Schema theory is testable, it has empirical evidence and it may be applied in many ways. However, schemas are hypothetical constructs and may be too vague to be useful.