Journal articles: 'Schema Theory'

1

McVee, Mary B., Kailonnie Dunsmore, and James R. Gavelek. "Schema Theory Revisited." Review of Educational Research 75, no. 4 (December 2005): 531–66. http://dx.doi.org/10.3102/00346543075004531.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Pace, Terry M. "Schema Theory: A Framework for Research and Practice in Psychotherapy." Journal of Cognitive Psychotherapy 2, no. 3 (January 1988): 147–63. http://dx.doi.org/10.1891/0889-8391.2.3.147.

Full text

Abstract:

Both the nature of human problems and the process of behavioral change are increasingly being viewed from a cognitive-structural perspective. The concept of a cognitive schema seems to be the major theoretical construct used by researchers studying how cognitive structures influence human behavior. Schemas are fundamental cognitive structures, derived from past experience. Schemas operate by selectively organizing the on-going experience of each person into subjectively meaningful patterns. Through the operation of schemas, people are active constructors of their own psychological realities. This article presents an overview of the philosophical, historical, and theoretical foundations of schema theory. The relevance of schema theory for psychotherapy is presented through a discussion of schema oriented cognitive-behavioral theorists. A specific application of a schema framework in psychotherapy is illustrated by research on depressive self-schemas. It is hoped this article will serve as a stimulus to the continued application of schema oriented cognitive-structural approaches to research and practice in psychotherapy.

APA, Harvard, Vancouver, ISO, and other styles

3

Grunewald, Alexander. "Schema theory: Very promising." Behavioral and Brain Sciences 23, no. 4 (August 2000): 542–43. http://dx.doi.org/10.1017/s0140525x00323366.

Full text

Abstract:

A direct equivalence between neural function and neural structure does not provide a fruitful approach to understanding brain functioning. Arbib et al. describe a new and powerful approach to circumvent this problem, which they call schema theory. However, in examples they fall prey to the tradition of finding such equivalences, not doing schema theory justice.

APA, Harvard, Vancouver, ISO, and other styles

4

Legra, M. J. H., F. R. J. Verhey, and S. P. J. van Alphen. "A first step toward integrating schema theory in geriatric psychiatry: a Delphi study." International Psychogeriatrics 29, no. 7 (April 10, 2017): 1069–76. http://dx.doi.org/10.1017/s1041610217000412.

Full text

Abstract:

ABSTRACTBackground:Schematherapy (ST) is an effective therapy for personality disorders (PD's) in adults, however, empirical research into ST in older adults is limited. The manifestation of schemas over the life course is unclear. Besides, long-term patterns of schemas in old age and whether schemas change during the aging process remain unknown.Methods:We performed a Delphi study involving a group meeting of nine experts in the field of ST in older adults.Results:Full consensus was achieved that schemas vary later in life, and that this is due to biopsychosocial factors. The concepts of schema triggering (the chance that a maladaptive schema is activated) and schema coping (the psychological and behavioral effort a person makes to minimize the stress that comes with the schema) in the past are important in clinical practice. Understanding how schemas are triggered during the life course and how patients deal with their schemas throughout life will help the therapist to complete the diagnostic puzzle in older individuals and to choose appropriate interventions.Conclusion:Schemas are flexible and dynamic constructs that can fade or intensify due to multiple factors. This study is a first step toward advancing the state of knowledge regarding schema theory in an aging population. The results will contribute to improvements in ST in older adults by developing an understanding of the plasticity of schemas during the life course.

APA, Harvard, Vancouver, ISO, and other styles

5

Malik, Shajiah, Naila Batool, and Muhammad Naveed Riaz. "Mediating Role of Maladaptive Schemas and Schema Modes between Childhood Maltreatment and Pathological Traits in Adults." Journal of Peace, Development & Communication me 05, issue 2 (June 30, 2021): 259–66. http://dx.doi.org/10.36968/jpdc-v05-i02-23.

Full text

Abstract:

It was aimed at that maladaptive schemas and schema modes serially mediate between childhood maltreatment and pathological traits. Sample of the present study consisted on university students (N=300).Purposive sampling technique was used to collect the information. Serial Mediation Analysis was conducted using PROCESS 3.0.Four scales were used for data collection The findings indicated that maladaptive schemas and positive schema modes mediated between childhood maltreatment and pathological traits. Maladaptive schemas and negative schema modes mediated between childhood maltreatment and pathological traits.The study supported the schema theory which revealed that early childhood neglect and abuse forms early maladaptive schemas which change into schema modes during the course of development and finally manifested in the form of personality pathologies during adulthood.The study has both theoretical as well as applied significance. The study has supported the theory of Young.

APA, Harvard, Vancouver, ISO, and other styles

6

Yasmin, Humaira, Atia Sharif, and Asma Rashid. "Antecedents and Consequences of Schema Modes among Adults." Journal of Peace, Development & Communication me 05, issue 2 (June 30, 2021): 304–13. http://dx.doi.org/10.36968/jpdc-v05-i02-27.

Full text

Abstract:

Personality disorders (PDs) have a long history of understanding the causes and consequences of PDs. The Schema Theory explained a series of psychological processes that led to the genesis of PDs, rather than the antecedents-consequences dichotomy. Bad childhood events, according to Young's Schema Theory, contribute to the formation of childhood negative cognitive schemas, some of which (schemas) survive into adulthood and transform into PDs. The same theoretically proposed strategy was tested in this investigation. Mediating role of schema modes between emotional maltreatment and PDs in adults was investigated. The study was conducted with 1000 adults by using cross-sectional survey design. Mediation analysis explained that schema modes mediated between emotional maltreatments and PDs of adults. Thus, the Schema Theory gained support from the empirical data. Schema modes mediated for all personality clusters including cluster-A, B and C. In line with these empirical insights, the maladaptive personality traits also mediated between emotional maltreatments and PDs of adults

APA, Harvard, Vancouver, ISO, and other styles

7

Hawke, Lisa D., and Martin D. Provencher. "Schema Theory and Schema Therapy in Mood and Anxiety Disorders: A Review." Journal of Cognitive Psychotherapy 25, no. 4 (2011): 257–76. http://dx.doi.org/10.1891/0889-8391.25.4.257.

Full text

Abstract:

Schema theory was developed for patients with chronic psychological problems who fail to make significant gains in cognitive therapy. Although the theory has been applied most frequently to personality disorders, mood and anxiety disorders may also be a relevant application. This article reviews the literature applying schema theory to mood and anxiety disorders. The literature suggests that people with mood and anxiety disorders present high levels of early maladaptive schemas, some of which would appear to reflect the characteristics of the individual disorders. Preliminary research suggests that schema therapy may be successfully extended to mood and anxiety disorders. Further research is necessary to examine the utility of schema therapy for these clienteles and to identify the individuals who stand to benefit most.

APA, Harvard, Vancouver, ISO, and other styles

8

Whitney, Shiloh. "From the Body Schema to the Historical-Racial Schema." Chiasmi International 21 (2019): 305–20. http://dx.doi.org/10.5840/chiasmi20192129.

Full text

Abstract:

What resources does Merleau-Ponty’s account of the body schema offer to the Fanonian one? First I show that Merleau-Ponty’s theory of the body schema is already a theory of affect: one that does not oppose affects to intentionality, positioning them not only as sense but as force, cultivating affective agencies rather than constituting static sense content. Then I argue that by foregrounding the role of affect in both thinkers, we can understand the way in which the historical-racial schema innovates, anticipating and influencing feminist theories of the affective turn – especially Sara Ahmed’s theory of affective economies. The historical-racial schema posits the constitution of affective agencies on a sociogenic scale, and these affective economies in turn account for the possibility of the collapse of the body schema into a racial epidermal schema, a disjunction of affective intentionality Fanon calls “affective tetanization.” Quelles ressources l’analyse du schéma corporel faite par Merleau-Ponty fournit-elle au schéma historico-racial proposé par Fanon ? En premier lieu, je vise à montrer que la théorie du schéma corporel de Merleau-Ponty est déjà une théorie de l’affect : une théorie qui n’oppose pas les affects à l’intentionnalité, qui ne les considère pas seulement comme un sens, mais comme une force, en cultivant des agentivités affectives plutôt qu’en constituant des contenus de sens statiques. Ensuite, j’affirmerai qu’en mettant en premier plan le rôle de l’affect chez ces deux penseurs, nous pouvons comprendre les innovations qu’apporte le schéma historico-racial, en anticipant et en influençant les théories féministes du tournant affectif – surtout la théorie de Sara Ahmed au sujet des économies affectives. Le schéma historico-racial établit la constitution d’agentivités affectives sur une échelle sociogénique, et ces économies affectives expliquent à leur tour la possibilité d’une dégradation du schéma corporel en schéma épidermique racial, une disjonction de l’intentionnalité affective que Fanon appelle « tétanisation affective ».Quali risorse può offrire la nozione merleau-pontiana di schema corporeo a quella di Fanon? In primo luogo, mi propongo di mostrare che la teoria dello schema corporeo elaborata da Merleau-Ponty è allo stesso tempo una teoria dell’affetto: una teoria che non oppone la dimensione degli affetti all’intenzionalità, poiché li considera non solo come senso ma come forze, in quanto implicano delle agentività affettive piuttosto che costituire meri contenuti statici di senso. Intendo quindi sostenere che mettendo in evidenza il ruolo dell’affetto in questi due autori sia possibile comprendere il portato innovativo dello schema storico-razziale, che anticipa e influenza le teorie femministe legate all’affective turn – e in particolare la teoria delle economie affettive elaborata da Sara Ahmed. Lo schema storico-razziale afferma la costituzione di agentività affettive a un livello sociogenetico, mentre le economie affettive rendono conto della possibilità del collasso dello schema corporeo in uno schema razziale epidermico, una disgiunzione dell’intenzionalità affettiva che Fanon definisce “tetanizzazione affettiva”.

APA, Harvard, Vancouver, ISO, and other styles

9

Kent, Thomas. "Schema Theory and Technical Communication." Journal of Technical Writing and Communication 17, no. 3 (January 1, 1987): 1. http://dx.doi.org/10.2190/na8w-ne5p-8422-0hjq.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Fahriany, Fahriany. "SCHEMA THEORY IN READING CLASS." IJEE (Indonesian Journal of English Education) 1, no. 1 (March 4, 2015): 17–28. http://dx.doi.org/10.15408/ijee.v1i1.1192.

Full text

Abstract:

Comprehension is making a sense out of text. It is a process of using reader’s existing knowledge (schemata) to interpret texts in order to construct meaning. Many reading experts agree that the schema theory is one of the reasonable theories of human information processing. Schemata, the plural of schema, are believed to be the building blocks of cognition. This paper discusses the role of readers’ preexisting knowledge on linguistics code as well as readers’ knowledge of the world (schema), which for the case of reading has similar importance of the printed words in the text. It is argued that the more non visual information the reader posses, the less visual information is needed. For teaching and learning, teachers are expected to use different strategies in order to deal with different students’ preexisting knowledge and schema to maximize students’ learning.

APA, Harvard, Vancouver, ISO, and other styles

11

Fang, Fang. "Schema-Theory and Vocabulary Instruction." Journal of International Education and Development 5, no. 5 (2021): 113–18. http://dx.doi.org/10.47297/wspiedwsp2516-250021.20210505.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Jacobowitz, Tina. "Schema Theory and Meaningful Learning." Inquiry: Critical Thinking Across the Disciplines 3, no. 3 (1989): 4. http://dx.doi.org/10.5840/inquiryctnews19893330.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Qun, Tang Yi. "Schema theory: A broadening viewpoint." Behavioral and Brain Sciences 10, no. 3 (September 1987): 446–47. http://dx.doi.org/10.1017/s0140525x00023487.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

von Seelen, W. "Schema theory: A new approach?" Behavioral and Brain Sciences 10, no. 3 (September 1987): 448–49. http://dx.doi.org/10.1017/s0140525x00023517.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Wilcox, Clyde. "Taking stock of schema theory." Social Science Journal 27, no. 4 (December 1, 1990): 373–93. http://dx.doi.org/10.1016/0362-3319(90)90014-b.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Gray, Wayne D. "A View of Schema Theory." Contemporary Psychology: A Journal of Reviews 42, no. 2 (February 1997): 158–59. http://dx.doi.org/10.1037/000609.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Havens, William. "A theory of schema labelling." Computational Intelligence 1, no. 1 (January 1985): 127–39. http://dx.doi.org/10.1111/j.1467-8640.1985.tb00065.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Morasso, Pietro G. "Is schema theory an appropriate framework for modeling the organization of the brain?" Behavioral and Brain Sciences 23, no. 4 (August 2000): 547–48. http://dx.doi.org/10.1017/s0140525x00383364.

Full text

Abstract:

This review evaluates pros and cons of the schema theory as a general framework for expressing what Arbib et al. call “systems neuroscience.” We discuss the software/hardware duality of the schema concept and the relative neglect of the mechanical properties of muscles. We propose a computational alternative to the functional decomposition in terms of schemas.

APA, Harvard, Vancouver, ISO, and other styles

19

King, Kevin. "Intensifiers and image schemas: Schema type determines intensifier type." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 5. http://dx.doi.org/10.3765/plsa.v1i0.3701.

Full text

Abstract:

This paper develops a theory whereby the type of intensifier that a source word grammaticalizes as is determined by the semantics of the source word. Three intensifiers (way, thoroughly, and overly) are looked at in-depth and it is shown that their semantics as intensifiers follow from certain features, namely path and endpoint, of the image schemas depicting the meanings of their source words. It is possible that this theory can be extended to all intensifiers, especially given that many intensifiers grammaticalize out of source words that have spatial interpretations.

APA, Harvard, Vancouver, ISO, and other styles

20

Nickles, Thomas. "Kuhnian Puzzle Solving and Schema Theory." Philosophy of Science 67 (September 2000): S242—S255. http://dx.doi.org/10.1086/392822.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Newell, Karl M. "Schema Theory (1975): Retrospectives and Prospectives." Research Quarterly for Exercise and Sport 74, no. 4 (December 2003): 383–88. http://dx.doi.org/10.1080/02701367.2003.10609108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Zojaji, Zahra, and Mohammad Mehdi Ebadzadeh. "Semantic schema theory for genetic programming." Applied Intelligence 44, no. 1 (July 23, 2015): 67–87. http://dx.doi.org/10.1007/s10489-015-0696-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Hawke, Lisa D., and Martin D. Provencher. "Early Maladaptive Schemas: Relationship With Case Complexity in Mood and Anxiety Disorders." Journal of Cognitive Psychotherapy 27, no. 4 (2013): 359–69. http://dx.doi.org/10.1891/0889-8391.27.4.359.

Full text

Abstract:

Background: Schema theory, developed for chronic, treatment-resistant patients, has been largely applied to personality disorders. However, many patients with other psychiatric disorders, including mood and anxiety disorders, also demonstrate elevated early maladaptive schemas (EMSs). Based on schema theory and clinical observations, individuals with greater case complexity would be expected to demonstrate higher EMS activation. Aim: This study examines EMSs as a function of case complexity in individuals with mood and anxiety disorders. Method: 69 patients consulting for mood or anxiety disorders completed the YSQ-S3 and a thorough intake assessment. The relationship between EMSs and case complexity is explored. Results: Although some EMSs are more strongly activated as a function of comorbidities and degree of functional impairment, the greatest difference is a function of multiaxial case complexity. Conclusion: Complex clinical presentations are associated with EMS activation. Case complexity should be considered when applying schema theory to mood and anxiety disorders. Schema therapy may be a useful treatment alternative particularly for the more complex cases.

APA, Harvard, Vancouver, ISO, and other styles

24

Lindley, Craig A., and Charlotte C. Sennersten. "Game Play Schemas: From Player Analysis to Adaptive Game Mechanics." International Journal of Computer Games Technology 2008 (2008): 1–7. http://dx.doi.org/10.1155/2008/216784.

Full text

Abstract:

Schema theory provides a foundation for the analysis of game play patterns created by players during their interaction with a game. Schema models derived from the analysis of play provide a rich explanatory framework for the cognitive processes underlying game play, as well as detailed hypotheses for the hierarchical structure of pleasures and rewards motivating players. Game engagement is accounted for as a process of schema selection or development, while immersion is explained in terms of levels of attentional demand in schema execution. However, schemas may not only be used to describe play, but might be used actively as cognitive models within a game engine. Predesigned schema models are knowledge representations constituting anticipated or desired learned cognitive outcomes of play. Automated analysis of player schemas and comparison with predesigned target schemas can provide a foundation for a game engine adapting or tuning game mechanics to achieve specific effects of engagement, immersion, and cognitive skill acquisition by players. Hence, schema models may enhance the play experience as well as provide a foundation for achieving explicitly represented pedagogical or therapeutic functions of games.

APA, Harvard, Vancouver, ISO, and other styles

25

Phillips, Katelyn, Robert Brockman, Phoebe E. Bailey, and Ian I. Kneebone. "Schema in older adults: does the schema mode model apply?" Behavioural and Cognitive Psychotherapy 48, no. 3 (October 31, 2019): 341–49. http://dx.doi.org/10.1017/s1352465819000602.

Full text

Abstract:

AbstractBackground:The relevance of schema theory to psychopathology, in particular personality disorder, in younger adults is established. Investigations into the relevance of schema theory to older adults, however, is highly limited.Aims:To consider the relationship of schema modes to psychopathology in older adults and establish whether maladaptive schema modes are associated with unmet needs and that this relationship is mediated by the healthy adult mode of responding in this population.Method:One hundred and four older adults were recruited from an established database. Participants completed questionnaires assessing psychopathology, schema modes (YAMI: Young-Atkinson Mode Inventory) and basic psychological needs (BPNS: Basic Psychological Needs Scale – autonomy, competence and relatedness). Ninety-four responses were included after applying exclusion criteria.Results:The healthy adult schema mode was found to be associated with reduced psychopathology, and maladaptive child modes (angry and vulnerable child) to increased psychopathology. The healthy adult schema mode mediated the relationship between maladaptive child modes and needs satisfaction.Conclusions:As predicted by schema theory, the presence of one of the maladaptive child modes makes it difficult for an older individual to have their needs met, but the presence of healthy adult mode works to support this process.

APA, Harvard, Vancouver, ISO, and other styles

26

He, Xiaoyu. "Non-English Majors’ Listening Teaching based on Lexical Chunks Theory and Schema Theory." English Language Teaching 9, no. 2 (January 14, 2016): 142. http://dx.doi.org/10.5539/elt.v9n2p142.

Full text

Abstract:

<p>English listening is seen as a vital means of linguistic input for Chinese EFL (English as a Foreign Language) learners, which lays a solid foundation for English learning and communication with English speakers. Besides, with increasing of scores of the listening part in the newly-reformed CET-4 and CET-6 (CET refers to college English test in China and both tests are the evaluation criteria of non-English majors’ English proficiency), it is urgent to improve non-English majors’ listening abilities in language teaching. However, students find listening to English stressful and painful and it is hard for them to process information quickly enough when listening. Meanwhile, their listening abilities cannot be improved effectively by the traditional English listening teaching methods. Researchers at home and abroad have discussed listening strategies, but seldom study the combination of lexical chunks theory and schema theory in improving non-English majors’ listening. Therefore, this research first proposes a lexical chunks schema-oriented listening teaching method which can effectively improve non-English majors’ listening abilities and then conducts an empirical study to verify its effectiveness. As the lexical chunks schema-oriented listening teaching method suggests, activities about memorization, recognition and reconstruction of lexical chunks, activation of the existed schema and building up new schema should be carried out in pre-listening, while-listening and post-listening in the listening class.</p>

APA, Harvard, Vancouver, ISO, and other styles

27

Gorman, C. Allen, and Joan R. Rentsch. "Retention of Assessment Center Rater Training." Journal of Personnel Psychology 16, no. 1 (January 2017): 1–11. http://dx.doi.org/10.1027/1866-5888/a000167.

Full text

Abstract:

Abstract. The purpose of this research was to examine frame-of-reference (FOR) training retention in an assessment center (AC) rater training context. In this study, we extended Gorman and Rentsch’s (2009) research showing FOR training effects on performance schemas by examining the effects immediately after training and again after a two-week nonuse period. We examined the retention effects of FOR training on performance ratings and on performance schema accuracy. The results indicated that the FOR training condition, compared to a control condition, yielded performance ratings and performance schemas more similar to expert ratings and to an expert schema, respectively. FOR training also had positive effects on ratings and performance schema accuracy assessed two weeks after training. These results support and extend the theory of FOR training, which posits that the instructed theory of performance replaces the preexisting rater schemas ( Lievens, 2001 ), and they contribute to the research on FOR training within AC contexts.

APA, Harvard, Vancouver, ISO, and other styles

28

Hou, Ranran. "A Study of Sense and Sensibility from the Perspective of Schema Theory." Scientific and Social Research 3, no. 5 (November 5, 2021): 179–82. http://dx.doi.org/10.36922/ssr.v3i5.1248.

Full text

Abstract:

This essay aims to analyze two main characters and the author in Sense and Sensibility by Schema theory. Schema theory refers to the theory of characterization and storage based on the knowledge of a particular subject. Three Schemata, the Marianne Schema and the Elinor Schema, the Austen Schema will be covered. Through the analysis of these three Schemata and their relationships, it will help readers to better understand the characters and the theme of the play by analyzing the relationships between three Schemata. The Schema theory is able to help readers to better understand the images of the characters and the author’s creating intentions and provide a new perspective for the interpretation of literary works.

APA, Harvard, Vancouver, ISO, and other styles

29

Ndefo, Nonyelum, and Enrico Franconi. "A Study on Information-Preserving Schema Transformations." International Journal of Semantic Computing 14, no. 01 (March 2020): 27–53. http://dx.doi.org/10.1142/s1793351x20400024.

Full text

Abstract:

The problem of determining the relative information capacity between two knowledge bases or schemas, of the same or different models, is inherent when implementing schema transformations. When restructuring one schema into another, one expects that the schema transformation supports the complete and correct mapping of all the information contents from the source schema to the target schema. Such a characteristic is commonly referred to as information capacity preservation or schema dominance. This paper presents a formal and constructive approach to measure the relative information capacity, in the restricted case of first-order schemas related by first-order mappings. It complements the existing definitions of information capacity preservation from the perspective of model theory, showing the exact relationships among the constraints of the involved schemas, the mappings between the components of these schemas, and the database states which the schemas admit. Since satisfying some sort of schema equivalence property is essential in areas such as database conceptual design and database reverse engineering, our approach allows us to characterize the notion of normalization in database design. We review the current literature concerning database normal forms and decompositions. We also review the process of reverse engineering a database schema. In addition, we provide deeper insight into database reverse engineering methodologies, suggesting horizontal decompositions as a useful tool for facilitating the discovery of more specific objects and relationships in the conceptualization phase of the process. With the aid of simple examples, we show the essence behind our reasoning. We discuss the need for an unambiguous means through which objects in the output schema can be identified. Ultimately, the knowledge this paper ensues will be beneficial to database engineers in performing a correct schema transformation.

APA, Harvard, Vancouver, ISO, and other styles

30

Barlow, Michael. "Corpora for Theory and Practice." International Journal of Corpus Linguistics 1, no. 1 (January 1, 1996): 1–37. http://dx.doi.org/10.1075/ijcl.1.1.03bar.

Full text

Abstract:

In this paper intuition-based studies of reflexive forms such as myself are contrasted with a corpus-based investigation of actual usage of reflexives. The examination of reflexives in English in several corpora reveals a variety of patterns, which are analysed within a schema-based approach to grammar (Barlow and Kemmer 1994). This approach follows the cognitive/functional tradition of grammatical analysis in viewing all grammatical units as composed of form-meaning pairings. The paper demonstrates that a schema-based approach is well-suited to the task of describing the major and minor patterns of use revealed by corpus analysis. The importance of text analysis in language teaching is highlighted and connections between the schema-based grammatical formalism and data-driven approaches to second language learning (Johns 1991b) are briefly explored.

APA, Harvard, Vancouver, ISO, and other styles

31

Norris, Stephen P., and Linda M. Phillips. "Explanations of Reading Comprehension: Schema Theory and Critical Thinking Theory." Teachers College Record: The Voice of Scholarship in Education 89, no. 2 (December 1987): 281–306. http://dx.doi.org/10.1177/016146818708900205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Phillips, Steven. "A reconstruction theory of relational schema induction." PLOS Computational Biology 17, no. 1 (January 26, 2021): e1008641. http://dx.doi.org/10.1371/journal.pcbi.1008641.

Full text

Abstract:

Learning transfer (i.e. accelerated learning over a series of structurally related learning tasks) differentiates species and age-groups, but the evolutionary and developmental implications of such differences are unclear. To this end, the relational schema induction paradigm employing tasks that share algebraic (group-like) structures was introduced to contrast stimulus-independent (relational) versus stimulus-dependent (associative) learning processes. However, a theory explaining this kind of relational learning transfer has not been forthcoming beyond a general appeal to some form of structure-mapping, as typically assumed in models of analogy. In this paper, we provide a theory of relational schema induction as a “reconstruction” process: the algebraic structure underlying transfer is reconstructed by comparing stimulus relations, learned within each task, for structural consistency across tasks—formally, the theory derives from a category theory version of Tannakian reconstruction. The theory also applies to non-human studies of relational concepts, thereby placing human and non-human transfer on common ground for sharper comparison and contrast. As the theory and paradigm do not depend on linguistic ability, we also have a way for pinpointing where aspects of human learning diverge from other species without begging the question of language.

APA, Harvard, Vancouver, ISO, and other styles

33

Harada, Fumiko K., and S. Kathleen Kitao. "Reading, Schema Theory and Second Language Learners." Modern Language Journal 75, no. 2 (1991): 268. http://dx.doi.org/10.2307/328868.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Iran-Nejad, Asghar. "A nonassociative schema theory of cognitive incompatibility." Bulletin of the Psychonomic Society 27, no. 5 (May 1989): 429–32. http://dx.doi.org/10.3758/bf03334647.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Nelson, Gayle, and Thomas Schmid. "ESL Reading: Schema Theory and Standardized Tests." TESOL Quarterly 23, no. 3 (September 1989): 539. http://dx.doi.org/10.2307/3586928.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Melendez, E. Jane, and Robert H. Pritchard. "Applying Schema Theory to Foreign Language Reading." Foreign Language Annals 18, no. 5 (October 1985): 399–403. http://dx.doi.org/10.1111/j.1944-9720.1985.tb00972.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Werner, Carol M., Mark U. Rhodes, and Kimberly K. Partain. "Designing Effective Instructional Signs With Schema Theory." Environment and Behavior 30, no. 5 (September 1998): 709–35. http://dx.doi.org/10.1177/001391659803000506.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Gennaro, Rocco J. "Some questions about the attention schema theory." Cognitive Neuropsychology 37, no. 3-4 (February 14, 2020): 184–86. http://dx.doi.org/10.1080/02643294.2020.1727426.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Ghadessy, Mohsen. "Is Schema Theory Telling Us Anything New?" RELC Journal 18, no. 1 (June 1987): 91–97. http://dx.doi.org/10.1177/003368828701800106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Derry, Sharon J. "Cognitive schema theory in the constructivist debate." Educational Psychologist 31, no. 3-4 (June 1996): 163–74. http://dx.doi.org/10.1080/00461520.1996.9653264.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Derry, Sharon. "Cognitive schema theory in the constructivist debate." Educational Psychologist 31, no. 3 (June 1, 1996): 163–74. http://dx.doi.org/10.1207/s15326985ep3103&4_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Zhuge, Hai, and Yunchuan Sun. "The schema theory for semantic link network." Future Generation Computer Systems 26, no. 3 (March 2010): 408–20. http://dx.doi.org/10.1016/j.future.2009.08.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Shea, Charles H., and Gabriele Wulf. "Schema Theory: A Critical Appraisal and Reevaluation." Journal of Motor Behavior 37, no. 2 (March 2005): 85–102. http://dx.doi.org/10.3200/jmbr.37.2.85-102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Otieno, Dr Raphael Francis. "The Role of the “Path” and the “Container” Image Schemas in Political Discourse in Kenya." English Language Teaching and Linguistics Studies 1, no. 2 (December 1, 2019): p123. http://dx.doi.org/10.22158/eltls.v1n2p123.

Full text

Abstract:

The study of conceptual interaction has attracted the attention of many scholars in Cognitive Linguistics. Primarily, the analysis has focused on the role of image-schemas in the construction of metaphors. This study explores the PATH and the CONTAINER image-schemas and the role they play in conceptual formation of metaphors in political discourse in Kenya. The study presents the PATH and its subsidiary image schemas of Verticality, Process and Force-Motion and the CONTAINER image-schema and the subsidiary image-schemas of Excess and In-Out. The analysis reveals that both the PATH and the CONTAINER image-schemas structure the relationship between the source domains (journey and container) and the target domain (politics) by activating subsidiary image-schemas in metaphors of politics in Kenya. The study further reveals that image-schemas provide the axiological value (positive or negative) of metaphorical expressions in political discourse. A positive political environment is a key ingredient for green growth and knowledge economy. The study contributes to the field of metaphor in political discourse by examining the politicians’ conceptualization of politics as a journey, which consists of four structural elements (a source, a destination, contiguous locations which connect the source and the destination and a direction) and as a container, which consists of an interior, an exterior and a boundary. The study used the Conceptual Metaphor Theory (CMT) as a tool to establish conceptual metaphors used during the 2005 Draft Constitution referendum campaigns in Kenya and the Image-Schema Theory to account for the presence of image-schemas in political discourse in Kenya. Lakoff and Johnson’s (1980) Conceptual Metaphor Theory is the locus classicus of the image schema theory.

APA, Harvard, Vancouver, ISO, and other styles

45

Poli, Riccardo, and William B. Langdon. "Schema Theory for Genetic Programming with One-Point Crossover and Point Mutation." Evolutionary Computation 6, no. 3 (September 1998): 231–52. http://dx.doi.org/10.1162/evco.1998.6.3.231.

Full text

Abstract:

We review the main results obtained in the theory of schemata in genetic programming (GP), emphasizing their strengths and weaknesses. Then we propose a new, simpler definition of the concept of schema for GP, which is closer to the original concept of schema in genetic algorithms (GAs). Along with a new form of crossover, one-point crossover, and point mutation, this concept of schema has been used to derive an improved schema theorem for GP that describes the propagation of schemata from one generation to the next. We discuss this result and show that our schema theorem is the natural counterpart for GP of the schema theorem for GAs, to which it asymptotically converges.

APA, Harvard, Vancouver, ISO, and other styles

46

Semino, Elena. "Schema theory and the analysis of text worlds in poetry." Language and Literature: International Journal of Stylistics 4, no. 2 (May 1995): 79–108. http://dx.doi.org/10.1177/096394709500400201.

Full text

Abstract:

This article demonstrates an approach to the study of text worlds in poetry based on the theory of background knowledge and comprehension generally known as schema theory. It is argued that such an approach constitutes a useful alternative to the possible-world models which have traditionally been applied to the description of fictional worlds. From a cognitive point of view, text worlds can be seen as resulting from the application of certain portions of the reader's background knowledge (schemata) to the interpretation of texts. The reader's perception of a particular text world will depend on the extent to which his or her existing schemata are confirmed or challenged during the process of interpretation. Following Cook (1990 and forthcoming), I describe the former outcome as 'schema reinforcement' and the latter as 'schema refreshment'. Two contemporary poems (Seamus Heaney's 'A Pillowed Head' and Sylvia Plath's 'The Applicant') are analysed in detail, in order to: i. show the possibility of combining linguistic description and schema theory in the analysis of texts, and ii. demonstrate the usefulness of the notions of schema reinforcement and schema refreshment in accounting for the differences between the worlds projected by different texts. A partial redefinition of the notion of schema refreshment is suggested in the light of the analyses.

APA, Harvard, Vancouver, ISO, and other styles

47

Xia, Xinhong, Xianglan Chen, Jing Zhang, Hongliang Lou, and Yachao Duan. "Is Schema Theory Helpful in Teaching and Learning Based on Visualizing Research?" International Journal of Technology-Enhanced Education 1, no. 1 (January 2022): 1–15. http://dx.doi.org/10.4018/ijtee.300332.

Full text

Abstract:

Schema theory is one of the critical theories in cognitive linguistics. It has been applied to teaching and learning in recent years. With the question of how schema theory can be used and a benefit for practical application in education, this paper visualizes studies of the use of schema theory in education through the VOSviewer. Co-occurrence and bibliographic analysis provide the directions for the results of the research which will improve teaching and learning. With a close look at the research, we can see that the application of schema theory both in and after class can facilitate teaching and can also strengthen memory, reducing the degree of knowledge forgetting at the same time. This study of schema theory in education can give some suggestions for teachers and students.

APA, Harvard, Vancouver, ISO, and other styles

48

Xia, Xinhong, Xianglan Chen, Jing Zhang, Hongliang Lou, and Yachao Duan. "Is Schema Theory Helpful in Teaching and Learning Based on Visualizing Research?" International Journal of Technology-Enhanced Education 1, no. 1 (January 2022): 1–15. http://dx.doi.org/10.4018/ijtee.300332.

Full text

Abstract:

Schema theory is one of the critical theories in cognitive linguistics. It has been applied to teaching and learning in recent years. With the question of how schema theory can be used and a benefit for practical application in education, this paper visualizes studies of the use of schema theory in education through the VOSviewer. Co-occurrence and bibliographic analysis provide the directions for the results of the research which will improve teaching and learning. With a close look at the research, we can see that the application of schema theory both in and after class can facilitate teaching and can also strengthen memory, reducing the degree of knowledge forgetting at the same time. This study of schema theory in education can give some suggestions for teachers and students.

APA, Harvard, Vancouver, ISO, and other styles

49

YU, Jie. "A brief review of the effects of image schema theory on the acquisition of polysemy." Journal of Language Teaching 2, no. 4 (April 13, 2022): 1–6. http://dx.doi.org/10.54475/jlt.2022.004.

Full text

Abstract:

Cognitive linguistics can inspire language pedagogy. As one of the core conceptions of cognitive linguistics, image schema theory can be integrated into foreign/second language teaching to facilitate learners’ acquisition of word meanings, especially those polysemous words which have long been difficult points for both learners and instructors. This research conducts a thorough review of the image schema theory and polysemy in cognitive linguistics and discusses the feasibility, and potential benefits of the teaching method based on image schema theory. Also, this research synthesizes the previous empirical studies about the effects of image schema theory on the acquisition of polysemy. It is found that the effectiveness of image-schema-based instruction has been generally recognized; however, the inconsistencies in the previous studies necessitate further exploration. Also, future studies can pay more attention to the effects of image schema theory on the acquisition of polysemous verbs.

APA, Harvard, Vancouver, ISO, and other styles

50

Zambella, Domenico. "Foundation versus induction in Kripke-Platek set theory." Journal of Symbolic Logic 63, no. 4 (December 1998): 1399–403. http://dx.doi.org/10.2307/2586657.

Full text

Abstract:

We denote by KP_ the fragment of set-theory containing the axioms of extensionality, pairing, union and foundation as well as the schemas of ∆0-comprehension and ∆0-collection, that is: Kripke-Platek set-theory (KP) with the axiom of foundation in place of the ∈-induction schema. The theory KP is obtained by adding to KP_ the schema of ∈-inductionUsing ∈-induction it is possible to prove the existence of the transi tive closure without appealing to the axiom of infinity (see, e.g., [1]). Vice versa, when a theory proves the existence of the transitive closure, some induction is immediately ensured (by foundation and comprehension). This is not true in general: e.g., the whole of Zermelo-Fraenkel set-theory without the axiom of infinity does not prove ∈-induction (in fact, it does not prove the existence of the transitive closure; see, e.g., [3]). Open-induction is the schema of ∈-induction restricted to open formulas. We prove the following theorem.KP_ proves open-induction.We reason in a fixed but arbitrary model of KP_ whom we refer to as the model. The language is extended with a name for every set in the model. We call this constants parameters. Let φ(x) be a satisfiable open-formula possibly depending on parameters and with no free variable but x. We show that φ(x) is satisfied by an ∈-minimal set, that is, a set a such that φ(a) and (∀x ∈ a) ¬φ(x). We assume that no ordinal satisfies φ(x), otherwise the existence of a ∈-minimal set follows from foundation and comprehension.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Schema Theory'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles