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Describe what psychologists mean by the terms schema, and script, and illustrate each of these concepts with a concrete exampl

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Introduction

Describe what psychologists mean by the terms schema, and script, and illustrate each of these concepts with a concrete example. Then explain how schemas and scripts sometimes play a role in knowledge construction. Some theorists propose that much of the information store in long-term memory is organized as schmas-organized bodies of knowledge about specific topics. Schemas give us an idea of how things "typically" are. For example, you probably had little difficulty retrieving many different things about horses, perhaps including their elongated heads, tendency to graze in pastures, and frequent appearance at race tracks. ...read more.

Middle

John was feeling bad today so he decided to go see the family doctor. He checked in with the doctor's receptionist, and then looked through several medical magazines that were on the table be his chair. Finally the nurse came and asked him to take off his clothes. The doctor was very nice to him. He eventually prescribed some pills for John. Then John left the doctor's office and headed home. You probably had not trouble understanding the passage because you have been to a doctor's office yourself and have a schema for how those visits usually go. ...read more.

Conclusion

When a schema involves a predictable sequence of events related to a particular activity, as is the case in a visit to the doctor's office, it is sometimes called a script. As teachers, we need to find out whether students have the appropriate schemas and scripts-the organized bodies of knowledge about specific topics and events-to understand and construct new subjects we are presenting to them. When our students don't have such knowledge, we may sometimes need to 'back up" and help them develop it before we forge full-steam ahead with new material. In order to be able to construct new knowledge presented to them, students must first have the proper understanding of the appropriate background knowledge. ...read more.

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