Schema
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Starting Point. Discuss the questions below.
What is schema?
How do we learn?
How do we memorise things?
Schema
1. a drawing that represents an idea or theory and makes it easier to understand (Cambridge Dictionary)
2. a diagrammatic presentation (Merriam-Webster Dictionary)
Focus on Comprehension. Answer the questions below about the video.
Focus on Listening. Watch the video. Read the transcript below if necessary.
Transcript
Part 1
Most of the factors that predict whether or not something that is being perceived will also be remembered operate in the first few seconds of learning. One of these factors involves something termed a schema and whether or not the new learning bumps into one. Let me show you an example of a schema by having dr. Whitehead and myself read a paragraph to you, one actually taken from a famous research paper. Your job is to remember as many facts about the paragraph as you can. Let me tell you in advance that you are going to fail miserably at this task unless I do something first. I can instantly improve your memory score from between 50 to 100 percent simply by adding seven little words before you hear dr. Whitehead and myself. But I’m not going to do that. You will hear the paragraph first. Then I will read you the words.
Part 2
The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile might be sufficient depending on how much there is to do.
If you have to go to somewhere else due to lack of facilities, then that is the next step. Otherwise you are pretty well set. Is important not to overdo things. That is, it is better to do too few things at once than too many.
In the short run, this might not seem important but complications kind of easily arise. A mistake can be expensive, as well.
After the procedure is completed, one arranges the materials into different groups again. Then they can be put into their appropriate place.
Eventually, they’ll be used. What’s more, the whole cycle will have to be repeated. However, that is a part of life.
Part 3
Did you get all that? No? let us give you now the seven magic little words.
This paragraph is all about washing clothes.
What that sentence provides for you is a mental framework, a way of organizing thoughts around some aspect of the world. We call such frameworks schemas, and you have them about people, situations, objects.
This means something profound: prior knowledge can disturbingly shape how you memorize and retain for long-term storage future knowledge if a schema is triggered near the moment of learning that learning is more permanent.
Focus on Speaking.
Did you find this exercise easy or difficult? Why?
How can we make learning / engaging with new topics/situations easier?
Explanation
I Lexis: Words, expressions and lexis that are associated with washing clothes have been avoided. This makes it very difficult to infer information.
II Register: Listeners are told that the text comes from a scientific paper and the register of some of the language is formal (procedure, sufficient, lack of facilities, complications can arise). We probably wouldn’t expect such a text to be about the trivial topic of washing clothes. This is misleading.
III No schema activation: Students were not told beforehand what the text is about. This is a very unnatural way of doing things. Usually in life, we are given an initial framework within which we can place the information that follows.
- In conversation, turns generally have a relevance to what was said before.
- Book Covers and film posters give us clues about the genre and content of the products that they advertise.
- In newspapers, headlines, summary paragraphs and mages guide us.
- We read synopses of talks and presentations before attending.
- Before A lecture, the lecturer may give us an outline of what he/she is going to speak about.
- Before handing over to a reporter, a TV/radio Presenter will give us the basic who, what, where, when and why of a story.
How children learn gender roles:
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