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Two experiments examined reliance on schematic knowledge in source monitoring. Based on a probability-matching account of source guessing, a schema bias will only emerge if participants do not have a representation of the source-item contingency in the study list, or if the perceived contingency is consistent with schematic expectations. Thus, the account predicts that encoding conditions that affect contingency detection also affect schema bias. In Experiment 1, the schema bias commonly found when schematic information about the sources is not provided before encoding was diminished by an intentional source-memory instruction. In Experiment 2, the depth of processing of schema-consistent and schema-inconsistent source-item pairings was manipulated. Participants consequently overestimated the occurrence of the pairing type they processed in a deep manner, and their source guessing reflected this biased contingency perception. Results support the probability-matching account of source guessing. [ABSTRACT FROM AUTHOR]

On the basis of the assumption that Latino Americans use a simpático self-schema more than White Americans do, the authors predicted that the effects of this difference would be evident in the participants' self-concepts and social behavior. As predicted, Studies 1 and 2 revealed that Latino participants reported significantly more simpático-related terms in their spontaneous self-concepts than did White participants. Complementing these findings, Study 3a revealed that the level of interactional involvement and the perceived quality of initial same-sex interactions was significantly enhanced by the presence of Latino dyad members. Study 3b tested the prediction that the content of the dyad members' thoughts and feelings would reveal a greater use of the simpático self-schema by the Latino participants. This prediction was confirmed, and follow-up analyses indicated that a simpático self-schema plays an important mediating role in the subjective experience and social behavior of Latino individuals. [ABSTRACT FROM AUTHOR]

Participants learned about a structure without explicit explanation, either by using relational schema induction (G. S. Halford, J. D. Bain, M. T. Maybery, & G. Andrews, 1998), which requires completion of instances of the structure, or by memorizing instances. Emergence of structured knowledge over trials was assessed by ability to map the structure to an isomorph and thereby to generate novel instances of the structure (the generativity test). Schema induction was found to be an effective way to induce acquisition of the structure, and the generativity test was a sensitive measure of structure acquisition, as indicated by converging measures. Memorization produced only low levels of structured knowledge. A conception of structured knowledge acquisition based on relational schema induction is proposed. [ABSTRACT FROM AUTHOR]

Three experiments examined the relationship between distinctiveness and self-schematicity. Experiment 1 revealed that people were more likely to be self-schematic in domains of strong performance when they felt distinct from family and peers in those domains. Experiments 2 and 3 extended this finding into the arena of stereotypes by demonstrating that people were more likely to be self-schematic in domains of strong performance when their performance was counterstereotypic rather than stereotypic. In particular, African Americans and women were more likely to be schematic for intelligence than Caucasians and men if they performed well academically, whereas Caucasians--especially men--were more likely than African Americans to be schematic for athletics if they performed well athletically. These results suggest that counterstereotypic behavior plays a uniquely powerful role in the development of the self-concept. [ABSTRACT FROM AUTHOR]

Examines the role of examples in students' categorization of statistical word problems. Information about students' reactions to word problems; Study on analogical problem solving; Explanation of the Schema Construction (philosophical) Theory; Recommendations for solving problems by analogy; Reference material related to study.

Examines an instructional technique for promoting student understanding, with the use of a summary that combines visual and verbal information. Purpose of study; Types of experiments used to conduct study; Explanation of the Schema philosophical theory; Important factors in understanding information; Reference material related to the subject.