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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.
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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.
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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.
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Liang, Xiwen. "Exploring IELTS Teaching in Listening Part Based on Schema Theory." SHS Web of Conferences 171 (2023): 02006. http://dx.doi.org/10.1051/shsconf/202317102006.
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This paper aims at presenting the preparation for Schema Theory, including language and cognition, construal, and categorization. Also, it shows the definition and history of schema, highlighting the role of schema building as a powerful approach for maximizing International English Language Testing System listening teaching, expounding the benefits and challenges of schema theory in IELTS listening teaching as well as making recommendations for IELTS teachers regarding how to implement schema theory effectively. Two investigations in this work about using schema during classes were implemented for IELTS teachers and students and proved the necessity for teaching with schemas in the IELTS listening part.
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Hu, Wankun. "Use of Schema Theory in the Teaching of English Reading Comprehension in Senior High School." International Journal of Social Sciences and Public Administration 3, no. 3 (July 21, 2024): 320–25. http://dx.doi.org/10.62051/ijsspa.v3n3.40.
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This paper examines the use of schema theory in enhancing English reading comprehension in senior high school students. Schema theory, a cognitive psychology framework, emphasizes that readers’ prior knowledge and experiences play a crucial role in comprehending new information. This paper summarizes the basic viewpoints of schema theory and discusses its practical applications in English reading comprehension in senior high school. Research has shown that implementing schema theory not only benefits students’ language skills but also fosters their critical thinking abilities. When students are able to connect new information with their existing schemas, they become more familiar with analyzing and interpreting complex texts. This theory encourages active engagement with the material and promotes a deeper level of comprehension. This paper also addresses challenges and solutions in implementing schema theory. By incorporating schema theory into reading classes, teachers can help students develop a deeper understanding of texts, improve their reading efficiency, and enhance their overall English proficiency.
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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.
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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
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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.
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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.
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PATSIOMITOU, STAVROULA. "FROM THE CONCEPT OF SCHEMA TO THE IDEA OF “INSTRUMENTAL” SOCIAL SCHEMA." International Journal of Research in Education Humanities and Commerce 06, no. 02 (2025): 262–89. https://doi.org/10.37602/ijrehc.2025.6220.
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This paper aims to investigate and discuss the concept of schema within various theoretical frameworks, highlighting its essential importance for comprehending mathematical contexts. The article discusses Bartlett, recognized as the pioneer in introducing the concepts of "schema" and "schemata" in his research on memory in the field of cognitive psychology. Additionally, it emphasizes Skemp's important contributions to the comprehension of schema. Furthermore, the psychological dimension of schema is clarified by Piaget's theory and plays a crucial role in Vergnaud's theory of conceptual fields. During the process of instrumental genesis, individuals, such as students in a classroom setting, actively develop what Rabardel describes as "utilization scheme" or "usage scheme" related to a tool. Rabardel posits that the application of tools encompasses both personal and social aspects. Consequently, social schemes emerge through interpersonal interactions and are shaped by the utilization of tools and artifacts within a given context. From this perspective, schemas contain social components. The incorporation of blended teaching methods, along with digital technologies and artificial intelligence, has significantly transformed the practices utilized in academic and educational organizations and institutions. Consequently, learners and teachers develop "instrumental" schemata, which suggests that these schemata are not static but rather dynamic, evolving continuously within a digital/instrumental/AI context. This transformation has also influenced the structure of various activities included in student textbooks.
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Reznikova, E. V. "Image Schema as a Type of Concept (Using the Example of the Concept “Circle” in the Russian Linguistic Worldview)." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 164, no. 5 (2022): 110–19. http://dx.doi.org/10.26907/2541-7738.2022.5.110-119.
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This article discusses the traditional image schema theory, which is J. Lakoff and M. Johnson’s conceptual. Although it was introduced several decades ago, certain clarifications and refinements must be made to its framework and key terms in response to the latest advance in cognitive science. In particular, questions have been raised about certain properties of an image schema, such as bringing together different types of perception, relying primarily on human motor experience, abstractness, and being able to morph into other image schemas. For a better understanding of these properties, the concept “circle” in the Russian linguistic worldview was analyzed, and the following properties of the image schema were singled out by the methods of analysis (component, definitional, contextual, logical-linguistic, and etymological), modeling, and cognitive interpretation: spatiality (the presence of a spatial image), visualization, generalization of the experience to a logical scheme, high ability to form meaning due to the cognitive and semantic types of variation, and combinatorial activity (the ability to combine with various image schemas as parts of a larger image or to become the center of association for other image schemas in a different situation). Of special interest are the means of representation characteristic of an image schema: unlike in concepts of other types, its verbalization is performed with the help of not only lexical and phraseological means but also word-building morphemes with spatial semantics (prefixes). A macro-image schema can consist of many micro-image schemas bounded together under the principle of “family resemblance”, wherein any image schema can be central, i.e., play the role of a unifying one. The results obtained here on the refinement of the traditional image schema theory should promote further development of linguocognitive research.
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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.
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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.
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Fadhil Asaad, Zhian, and Hoshang Farooq Jawad. "Metaphors of Emotion in Kurdish: An Analysis from the Perspective of Image Schema Theory." گۆڤاری ئەکادیمیای کوردی 1, no. 59 (September 23, 2024): E4—E23. http://dx.doi.org/10.56422/ka.1.59.557.
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Most emotional concepts people use in their everyday lives are metaphorically structuredand understood. Therefore, the study of emotional metaphors becomes significant for anadequate understanding of emotional reality. The present study is intended to analyzemetaphors of emotion in Kurdish from the perspective of image schema theory in cognitivelinguistics. The study aims to examine the role of image schemas in constructing andunderstanding metaphors of emotion in central Kurdish and their meanings. The studyseeks to answer some questions, such as: Is the theory of image schema applicable tothe metaphors of emotion in central Kurdish? How are emotions of happiness, sadness,anger and love conceptualized in Kurdish from the perspective of Image Schema theory?What are the major types of image schema that are commonly found in central Kurdishemotional metaphors? To answer the above questions, a qualitative analysis of data hasbeen adopted as a method of data analysis. Depending on the analysis of the data, thestudy comes up with the idea that the theory of image schema is applicable to the metaphorsof emotions in central Kurdish and that the most common image schemas in thecentral Kurdish data, in descending order, are the FORCE, LINK, CONTAINER, PATH,and PART- WHOLE schema.
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Grunewald, Alexander. "Schema theory: Very promising." Behavioral and Brain Sciences 23, no. 4 (August 2000): 542–43. http://dx.doi.org/10.1017/s0140525x00323366.
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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.
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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.
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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.
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Whitney, Shiloh. "From the Body Schema to the Historical-Racial Schema." Chiasmi International 21 (2019): 305–20. http://dx.doi.org/10.5840/chiasmi20192129.
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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”.
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Chen, Yang. "Simplification for Efficiency: Development of Schema-Based Chinese-English Interpretation Training Programs." International Journal of Applied Linguistics and Translation 10, no. 2 (May 10, 2024): 28–35. http://dx.doi.org/10.11648/j.ijalt.20241002.12.
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Due to the development of international trade and intercultural communication, interpretation is widely used as a necessary tool in some business occasions. The high demand for Chinese-English interpretation has also increased accordingly in recent years. Interpretation research has been built on the basis of multidisciplinary research, involving linguistics, psychology and sociology. The purpose of this study is to explore the effect of the application of schema theory in teaching C-E interpretation. This study provides some evidence and interpreting examples of application of schema theory in terms of language schemas, formal schemas, and content schemas, as well as a three-stage workshop, namely preparation, training programs, and post-training enhancement, so as to shed light on some practical implications for interpreters, teachers and students. Effectively implementing of schema theory in C-E interpretation not only promotes oral output accuracy through words and information parsing, but also restructure information into an easier-perceived format, to solve the problem of vague oral expression. Therefore it is necessary for interpreters to clarify the content and characteristics of schema theory, receive systematic training, and proactively establish as well as activate as many schemas as possible to improve the efficiency and quality of C-E interpretation.
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Sun, Luolan. "The Use of Schema Theory in the Continuation Task." Frontiers in Sustainable Development 4, no. 11 (November 24, 2024): 96–100. http://dx.doi.org/10.54691/h5vkbx63.
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At present, many studies have proved the effectiveness of the combination of reading and writing, but there are still some problems in the actual teaching, such as the rupture of the relationship between reading and writing or the error of language structure, which cannot really implement the task of promoting writing by reading. Therefore, from the perspective of schema theory, this paper combines three types of schemas, namely, formal schema, content schema and language schema, to explore the essence of the combination of reading and writing, establish the deep connection between reading and writing, and promote the development of students' thinking quality. Schema theory offers fresh and innovative guidance for the development of the reading-to-writing instructional model, providing educators with a new perspective on how to effectively integrate reading and writing skills. Building upon this theoretical foundation, educators actively engage in exploring and refining effective strategies aimed at optimizing the current junior middle school English writing teaching landscape. These efforts are focused on enhancing the quality of instruction, fostering deeper understanding of language structures and content, and nurturing students' creative and analytical writing abilities. By leveraging the principles of schema theory, educators can create more engaging and effective learning experiences that cater to the unique needs and learning styles of junior middle school students, ultimately leading to improved outcomes in English writing proficiency.
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Xiao, Yang. "The Use of Schema Theory in the Teaching of Reading Comprehension." Frontiers in Sustainable Development 4, no. 3 (March 22, 2024): 112–18. http://dx.doi.org/10.54691/qr122w34.
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Reading is one of the important links in English teaching, and it is the fundamental way for students to accept texts, acquire knowledge and exchange ideas. Schema theory refers to the use of different schemas such as form, content and language in reading teaching to help students activate the original schemas and create new ones, so as to realize the transition from passive acceptance and perception of text information to independent reorganization of text information, improve reading efficiency and further enhance students’ comprehensive ability of reading comprehension. This paper will use the schema theory, combined with the characteristics of reading teaching in junior school English teaching, to study the application of the schema theory in the middle school English reading teaching, in order to cultivate students' interest in English reading and improve their English reading ability.
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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.
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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.
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Agung Olaf Ridho Rambe and Rahmadsyah Rangkuti. "A Schema Theory Analysis of The Game Character Eunie From ‘Xenoblade Chronicles 3’." JURNAL ARBITRER 10, no. 4 (January 8, 2024): 411–18. http://dx.doi.org/10.25077/ar.10.4.411-418.2023.
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This article examines the activation of a schema based on the game, the realization of the Schema Theory in the game character named Eunie, and the proof of Eunie’s status as the primary character in the game. The study analyzes the factors that trigger the activation of a schema and how it relates to the game’s structure. It explores how the Schema Theory manifests in the game character Eunie, highlighting her role as the central character. The research provides evidence to support the claim that Eunie is, in fact, the main character in the game. The study at hand utilizes the Schema Theory components introduced by J. Piaget to investigate the research on Cognitive Stylistics. In order to characterize the themes that are realized in the game Xenoblade Chronicles 3, the research is carried out utilizing a qualitative descriptive design with case study. The research focuses on a schema that influences how people see their surroundings and the world around them. It suggests that in order for a player to completely understand an idea or a tale from the game, that player’s prior knowledge is necessary. There are seven components in the schema theory that must be outlined: Figure and Ground, Prototypicality, Resonance and Ambience, Metaphor and Framing, Simulation and Projection, Mind-Modeling, and Text-Worlds. The result emphasized the importance of schemas in aiding readers to interpret the game’s world and characters’ accents. This study highlights the significance of Schema Theory in Cognitive Stylistics as a valuable framework for comprehending character development and literary analysis in video games.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Wang, Xuanqi. "The Application of Schema Theory in English Reading." Lecture Notes in Education Psychology and Public Media 59, no. 1 (July 31, 2024): None. http://dx.doi.org/10.54254/2753-7048/59/20241733.
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English reading has always been an important part of English learning. However, many non-English major Chinese students do not pay attention to the cultivation of reading ability, but only passively learn with the goal of exams. At the same time, due to cultural differences, many difficulties arise in the process of English reading teaching. The development of schema theory provides language researchers with a good idea for studying reading behavior, and it also provides guidance for the teaching process of English reading for Chinese university students. Therefore, this paper uses a literature analysis method to study how schema theory works in English reading in different teaching methods, hoping to provide more teaching ideas for teachers. The study shows that currently, mind mapping and information technology teaching can effectively improve college students' English reading ability. In the teaching process, students use mind mapping to grasp different formal schemas and conduct top-down reading based on the mind maps they draw. At the same time, new media teaching and mobile learning also expand students' content schemas, promoting systematic learning of language knowledge for students.
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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.
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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.
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Wang, Jiaying. "Effectiveness of Schema-based English Listening Teaching Mode in Secondary Vocational Schools." International Journal of English Language Teaching 12, no. 3 (March 15, 2024): 23–52. http://dx.doi.org/10.37745/ijelt.13/vol12n32352.
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The paper discusses how a schema-based English listening teaching paradigm can help Secondary Vocational Schools (SVSs). SVS English instruction has prioritized grammar, vocabulary, and reading comprehension over hearing. A lack of teacher preparation and large classes with diverse English proficiency has hampered students' English listening experience. To support integrated language learning curricular revisions, the paper emphasizes listening skills for efficient communication. A thorough literature review covers schema theory, schema classification, and listening comprehension. The schema-based teaching model applies pre-, while-, and post-listening stages based on schema theory and Underwood's "three stages" hypothesis. Students' involvement, comprehension, and participation enhance with this technique. Student involvement and comprehension improve with schema-based instruction in an SVS. The study offers pre-listening activities to activate schemas and develop new ones, while-listening tactics to scaffold comprehension, and post-listening activities to solidify learning. Phonetic awareness, prior knowledge, and listening skills remain issues for students. Continuous theoretical knowledge enrichment and new teaching practices are needed to improve students' listening comprehension and language ability.
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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.
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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.
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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.
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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.
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Wang, Youqing. "Study on the Application of the Schema Theory to the Teaching of College English Reading." Journal of Education and Educational Research 5, no. 3 (October 27, 2023): 83–87. http://dx.doi.org/10.54097/jeer.v5i3.13362.
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Reading is one of the fundamental approaches for acquiring language and information, and it is an essential part of English language teaching. The most influential teaching theory is “bottom-up” and “top-down” reading theories. “Bottom-up” theory argues that reading process is the pure language decoding process, while “top-down” theory stresses the influence of the existing background knowledge on reading. These two theories only focus on a certain aspect of reading, and they can not interpret reading process effectively. According to schema theory, comprehending a text is an interactive process between reader’s background knowledge and the content of a text. Hence, schema theory has an important effect on teaching of English reading. Under the guidance of schema theory, this thesis attempts to explore the application of schema theory from three aspects: linguistic schema, content schema and formal schema respectively. It is hoped that this study will improve students’ reading ability and enhance the teaching effect of English reading in the long run.
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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.
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<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>
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Nickles, Thomas. "Kuhnian Puzzle Solving and Schema Theory." Philosophy of Science 67 (September 2000): S242—S255. http://dx.doi.org/10.1086/392822.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Yang, Qiuping. "Strategies for Applying Schema Theory to Oral English Teaching in Universities." Education Reform and Development 6, no. 3 (March 29, 2024): 185–90. http://dx.doi.org/10.26689/erd.v6i3.6638.
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Schema theory is one of the important theories in foreign language teaching. However, there is only a small amount of domestic research that has applied schema theory to oral English teaching. In view of this, based on schema theory, this study analyzes the current situation of oral English teaching and student learning and explores the strategies for applying schema theory to oral English teaching, in the hope that more oral English teachers and learners will use schemata to improve the quality of oral English teaching and learning.
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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.
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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.
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Farhoudi, Fateme, and Dennis Tay. "The image schemas of container and source-path-goal in the theory of psychodynamic defense mechanisms." Cognitive Linguistic Studies 10, no. 1 (October 5, 2023): 99–116. http://dx.doi.org/10.1075/cogls.22004.far.
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Abstract In this article, we evaluated the theory of defense mechanisms from the cognitive linguistics perspective. We chose two basic image schemas of container and path-goal and reviewed three psychodynamic psychotherapy textbooks and two psychology dictionaries to extract passages defining defense mechanisms by one of the selected image schemas. Seventeen defense mechanisms were extracted, categorized, and discussed according to their underlying image schemas. In conclusion, we suggest that the development of the defense mechanisms could be traced back to the early interactions of an infant with the physical environment. Moreover, there might be a relationship between the adaptive levels of the defense mechanisms and the chronological development of image schemas in an infant’s mind, e.g., defenses defined using the image schema of container are usually less adaptive than defenses defined using the image schema of path-goal.
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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.
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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.
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Shen, Yeshayahu, and David Gil. "How to Build a Hybrid: The Structure of Imagination." Poetics Today 44, no. 4 (December 1, 2023): 513–43. http://dx.doi.org/10.1215/03335372-10824156.
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Abstract How do we conjure up novel and unfamiliar entities in our imagination? Thomas Ward and others have suggested that we do so by deriving such entities from ordinary familiar ones. Hybrids, however, pose a challenge to this view since they are not derived from any one single familiar entity. Nevertheless, we argue here that the construction of hybrid entities is indeed governed by principles forming part of our structured imagination. These principles refer to a set of five abstract schemas, defined in terms of properties such as parts, symmetry, and spatial orientation. These schemas, alongside the absence of a schema, together constitute a schematological hierarchy: humanoid (e.g., man) &gt; canoid (e.g., dog) &gt; carroid (e.g., car) &gt; culteroid (e.g., knife) &gt; arboid (e.g., tree) &gt; other (e.g., sponge). When forming a hybrid out of two or more entities, or parents, the overall shape of the hybrid is selected in accordance with the following three principles: (1) coherence: presence of a schema is preferred to absence of a schema; (2) accessibility: a schema corresponding to that of one of the parents is preferred to some other schema; and (3) height: a schema higher on the schematological hierarchy is preferred to a schema lower on the schematological hierarchy. To test these principles empirically, we conducted a large-scale experiment, in which art and design students were given pairs of words denoting familiar objects and asked to draw images of hybrid entities formed from these word pairs. The resulting corpus of 356 hybrids was found to provide strong empirical support for the above three principles. In doing so, it showed how human creativity is not unbound, but rather subject to substantive cognitive constraints, constituting our structured imagination.
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Zhu, Ziqi. "A Literature Review of the Image Schema Theory and Concepts of Construction." International Journal of Languages, Literature and Linguistics 9, no. 4 (December 2023): 542–46. http://dx.doi.org/10.18178/ijlll.2023.9.6.467.
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Cognitive Linguistics holds a view that linguistics forms are usage-based and motivation-based, especially on humans’ embodied conceptualizations. The image schema theory, as a new attempt to make language learning both interesting and effectively, plays a key role in Cognitive Linguistics and Neurology, featuring strong generality and explanatory power. Thus, this paper aims to examine a review of the existing literature on image schema. Besides, applying schematic constructions in teaching has sparked heated discussion among the scholars in the field of Cognitive Linguistics. For example, how to make constructions on idioms and phrasal verbs has also been greatly discussed in L2 acquisition. However, there has been a scarcity of research on the teaching of schematic constructions. To achieve this, this paper also aims to provide some suggestions for teaching practice.
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Xuelian, Lei. "Exploring Oral English Teaching Strategies of Chinese Senior High School through Schema Theory." International Journal of Case Studies 8, no. 4 (April 30, 2019): 79–84. https://doi.org/10.5281/zenodo.3547083.
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In oral English teaching of Chinese high school, oral discourse production and understanding have not been paid due attention, nor could it meet the required curriculum standard of spoken English. In this study, Schema Theory Survey is adopted to measure oral English skills of 116 senior high school students in mainland China. Furthermore, software SPSS 20.0 is used to analyze the data collected, and the explanation is given to the results. The results of Schema Theory Survey shows that learners always apply schema theory consciously or unconsciously to their English learning, and the construction, regulation, and activation of students’ linguistic schema, text schema, and content schema can promote the students’ oral English level, simultaneously teachers can employ Schema theory to help improve students’ oral English ability by strengthening the preparing work before speaking, and designing spoken activities with strong applicability. Further research is warranted to make more improvement in oral English teaching.
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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.
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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.