Introduction to Schema Cognitive
Cognitive schemas, or mental representations, are discussed in Jean Piaget schema theory of cognitive growth.
Cognitive Schema Definition - A schema is a mental structure that serves as a framework for organising information about individuals, locations, things, and events. Schemas aid in the organisation of people's understanding of the environment and the comprehension of new ideas. Although these mental shortcuts can help us make sense of the massive amounts of data we experience on a daily basis, they can also limit our thinking and lead to stereotypes.
Cognitive Schema Theory - Cognitive Schema theory is a subfield of cognitive science that studies how the brain organises information. A schema is a logically ordered set of facts about a topic or case. It is founded on prior knowledge and is consulted to aid current comprehension or intervention.
Historical Context of Piaget Schemas
In the second half of the twentieth century, psychologists started to place a greater emphasis on human cognition rather than behaviourism.
The widespread use of computers influenced ideas about how we store and use knowledge in our brains. Many cognitive models were primarily focused on how computers function.
In the last four decades, cognitive science has changed its focus from small-scale information structures, such as encoding words and basic concepts, to large-scale knowledge structures and their interactions.
Piaget Schemas
Jean Piaget (1896-1980) is credited for being the first to develop a schema-based cognitive development theory.
According to Jean Piaget Schema -
New data is applied to or assimilated into existing schemas.
New knowledge that is difficult to process causes cognitive dissonance.
Schemas are compelled to adapt to this new material.
Cognitive development is influenced by three factors: biological development, social development, psychological development. Interaction with the natural world and things, and advances in stages interactivity with other people.
Piaget Schema Theory
According to Jean Piaget schema theory of cognitive growth, children's intelligence evolves over time. A child's cognitive development entails more than just learning information; the child must also create or build a conceptual model of the world.
Children go through a series of phases as their cognitive growth is influenced by their natural abilities and external events. The phases of Piaget's development are as follows:
Sensorimotor stage: Birth to 18-24 months
Preoperational stage: 2 to 7 years
Concrete operational stage: 7 to 11 years
Formal operational stage: Ages 12 and up
The Sensorimotor Stage (Birth to 2 years)
Major Characteristics and Developmental Changes:
The baby learns about the world by using its senses and acting on it (moving around and exploring its environment).
A variety of cognitive abilities evolve during the sensorimotor stage. Item permanence, self-recognition, deferred imitation, and representational play are among them.
They have to do with the development of the general symbolic purpose, or the ability to mentally represent the universe.
Around the age of eight months, the child will realise the permanence of objects, that they will continue to exist even though they are not visible, and will look for them when they vanish.
The Preoperational Stage( 2 to 7 years)
Major Characteristics and Developmental Changes:
Via their senses and behaviour, the child learns about the world (moving around and exploring its environment).
Several cognitive abilities improve during the sensorimotor level. Item permanence, self-recognition, delayed imitation, and representational play is examples of these.
They have to do with the development of the general symbolic purpose, or the ability to mentally represent the universe.
Around the age of eight months, the child will realize the permanence of objects and that they will continue to exist even though they are not visible, and will look for them when they vanish.
The Concrete Operational Stage (7 to 11 years)
Major Characteristics and Developmental Changes:
Children begin to think critically about specific events during this time.
Children begin to grasp the principle of conservation or the idea that although things change in appearance, certain properties remain constant.
Children will mentally reverse things at this age (e.g. picture a ball of plasticine returning to its original shape).
Children become less egocentric at this age and begin to consider what other people might think and feel.
The Formal Operational Stage (12 years and above)
Major Characteristics and Developmental Changes:
Formal operations are performed on concepts, while concrete operations are performed on objects. Physical and perceptual restrictions are completely removed from formal organizational thinking.
Adolescents may interact with abstract concepts at this age (e.g. no longer needing to think about slicing up cakes or sharing sweets to understand division and fractions).
They will follow an argument's structure without having to think about concrete instances.
Adolescents are capable of dealing with hypothetical problems that have a variety of solutions. For example, if you were asked, "What would happen if money was abolished in one hour?" They could ponder a plethora of potential outcomes.
Type of Schema Cognitive
Though Piaget was interested in child growth, schemas are something that everyone has and that shape and change throughout their lives. For example, most people in developed countries have a mental model of what a car is. Subcategories for various types of vehicles, such as small cars, sedans, and sports cars, can be included in your overall schema for a vehicle.
Other forms of schemas that people often have are social schema, person schema, self-schema etc.
Object schema assists us in comprehending and interpreting inanimate objects, such as what they are and how they work. We have a schema about what a door is and how to use it, for example. Sliding doors, panel doors, and revolving doors are examples of subcategories in our door schema.
Person schema were created to assist us in comprehending particular individuals. One's schema for their significant other, for example, will include the individual's appearance, behaviour, likes and dislikes, and personality traits.
Social schema aids in our understanding of how to act in various social situations If a person plans to see a movie, for example, their movie schema gives them a general idea of the type of social situation they should expect when they go to the theatre.
Self-schema aid in our self-awareness. They concentrate on what we already know about who we are, who we have been in the past, and who we might become in the future.
Event schema also known as scripts describe the expected sequence of actions and behaviours during a specific event. When anyone goes to the movies, they anticipate going to the theatre, purchasing a ticket, choosing a seat, turning off their phone, watching the film, and then leaving the theatre.
Role schema includes our expectations about how someone in a particular social position would act. A waiter, for example, should be friendly and wet. Although not all waiters can behave in this manner, our schema establishes our expectations of each waiter with whom we associate.
Modification of Schema
Schemas can be changed, as shown by the kid who changed their dog schema after seeing a tiger. Piaget proposed that we develop mentally by adapting our schemas in response to new knowledge from the outside world.
Schemas Can be Tweaked Using the Following Methods:
Assimilation - The method of using our existing schemas to gain a better understanding of something new
Accommodation - Since new knowledge does not fit into existing schemas, the process of modifying an existing schema or developing a new one is called schema change.
FAQs on Schema Cognitive
1. What exactly is a cognitive schema?
A cognitive schema is a mental framework or concept that helps us organise and interpret information in the world around us. Think of it as a mental shortcut or a filing system in your brain. For example, you have a schema for a 'dog' (four legs, fur, barks), which helps you quickly identify new animals that fit this description.
2. Can you give a simple example of a schema in everyday life?
A great example is your schema for a 'restaurant'. You know that you typically wait to be seated, look at a menu, order food, eat, and then pay the bill. This mental script, a type of schema, guides your expectations and behaviour in any new restaurant you visit, so you don't have to figure everything out from scratch.
3. What are the main types of schemas that people use?
While there are many ways to categorise them, some of the most common types of schemas include:
- Person Schemas: Frameworks about specific people (e.g., your idea of what your best friend is like).
- Social Schemas: General knowledge about how people behave in certain social situations (e.g., how to act at a party or in a library).
- Self-Schemas: Frameworks about yourself, which include your beliefs about your own personality, strengths, and weaknesses.
- Event Schemas (Scripts): Patterns of behaviour for certain events, like the restaurant example above.
4. How do schemas influence our memory and what we pay attention to?
Schemas act like a filter for our attention and memory. We are more likely to notice and remember information that fits our existing schemas. This makes information processing very efficient, but it can also be a problem. We might ignore or quickly forget information that contradicts our schemas, which can sometimes lead to a biased view of the world.
5. How does the brain form new schemas or change existing ones?
Schemas are developed and modified through two key processes, as described by psychologist Jean Piaget:
- Assimilation: This is when we fit new information into our existing schemas. For instance, seeing a different breed of dog and still identifying it as a 'dog'.
- Accommodation: This occurs when new information doesn't fit our existing schema, forcing us to change the schema or create a new one. For example, a child might see a cat and call it a 'dog' until they learn to create a new 'cat' schema.
6. What is the main difference between a schema and a script?
A schema is a broad mental concept or framework about anything—an object, a person, or an idea. A script is a more specific type of schema that is focused on a sequence of events. So, while you have a schema for a 'hospital', you have a script for what to do when you 'visit a doctor' at the hospital.
7. Can having schemas be harmful or lead to problems?
Yes, schemas can sometimes be harmful. When schemas are oversimplified and rigid, they can become stereotypes. These stereotypes can lead to prejudice and biased behaviour because they cause us to make assumptions about individuals based on a group, rather than seeing them for who they truly are. This can distort our social perceptions and interactions.
