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Understanding Schemas in Cognitive Psychology

Explore the concept of schemas, our mental filing cabinets that organize information and influence memory. Engage in activities to test and apply schemas in everyday scenarios.

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Understanding Schemas in Cognitive Psychology

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  1. Robinson et al., (2015) • Task: You will now go into my office, one at a time, and collect a textbook, from my desk. You will then return to the classroom and wait until everyone has collected a textbook, before I explain the next task.

  2. Robinson et al., (2015) • Task: In groups, you now have 5 minutes to draw my office, as a accurately as possible. 5 Minutes

  3. The Results • Task: Let’s see how accurate you were. How many items did you correctly draw, from the picture below.

  4. I predict that… • I predict that no one will remember the shampoo or frying pan…

  5. What is a Schema? • Schemas are like filing cabinets, as they organise and contain information. Your mind Each file in the cabinet is a schema You have millions of these files (schemas) in your mind. For example…

  6. Restaurant Schema • Question: What do you think will happen if you go to a posh restaurant? How might you use a schema? • Your schema will tell you…

  7. Restaurant Schema • Question: Is your schema for this restaurant the same…

  8. What is a Schema? • Schemas are ways we organize and store thoughts and information in our minds which are about ourselves and our world around us. • When we take in information we often link it with information we already know. • Question: WHY do we have schemas?

  9. Why do we have Schemas? • They help us organise informationin our mind. • Allow us to take short cuts (process information quickly) when dealing with huge amounts of information. • However, schemas distort our memory and how we interpret things…

  10. ‘Time’ to Pay Attention

  11. ‘Time’ to Pay Attention • Task: You have 1 minute to memorise, IN DETAIL, the picture below.

  12. ‘Time’ to Draw • Task: You now have 2 minutes to draw, as accurately as possible, the picture of the clock you just saw. 0:03 0:04 0:05 0:06 0:07 0:08 0:09 0:10 0:11 0:12 0:13 0:14 0:15 0:16 0:17 0:18 0:19 0:20 0:21 0:22 0:23 0:24 0:25 0:26 0:27 0:58 0:59 End 0:02 0:01 2:00 0:29 0:28 0:33 0:34 0:35 0:36 0:37 0:38 0:39 0:40 0:41 0:42 0:43 0:44 0:45 0:32 0:47 0:46 0:30 0:31 0:57 0:56 0:54 0:55 0:52 0:51 0:50 0:49 0:48 0:53 1:10 1:12 1:11 1:09 1:03 1:07 1:06 1:05 1:04 1:13 1:02 1:08 1:14 1:20 1:16 1:17 1:18 1:19 1:21 1:22 1:23 1:24 1:25 1:26 1:27 1:29 1:28 1:15 1:31 1:48 1:47 1:30 1:33 1:34 1:35 1:36 1:37 1:38 1:39 1:40 1:41 1:42 1:43 1:44 1:00 1:45 1:46 1:49 1:50 1:51 1:52 1:53 1:54 1:55 1:56 1:57 1:58 1:59 2:00 1:32 1:01

  13. ‘Time’ to Pay Attention • Task: Swap drawings and rate the drawing on a scale of 1-10 (1 – not very accurate, 10 – very acute).

  14. ‘Time’ to Pay Attention • Here is the original. How many of you drew the four correctly, as IIII rather than IV? • Question: If you did, why do you think you did this? This is an example of a ‘schema’…

  15. What do you see?

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