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Traditional pattern teaching is an essential part of cultivating artistic quality, which is confronted with cognitive and motivational problems of teenagers. As a teaching strategy, schema theory attaches importance to the students' knowledge construction, which can reduce the cognitive difficulties caused by the increase of knowledge difficulty. This theory is often used in traditional teaching methods. Serious game is a new carrier that has emerged in recent years, it pays attention to experience and immersion, promising to improve artistic learning and motivation. Therefore, this research attempts to extract the characteristics of schema theory to guide serious game design to learning traditional patterns. The specific objective was to investigate how schema and game were connected and explore the impact of games compared with multimedia courseware on students' performance, motivation and cognitive load. The study involved two groups of students who used serious games and multimedia courseware in the same experimental environment. The results indicated that schema can be better integrated into the game, and the game also accelerated schema construction. Moreover, the game has advantages in acquiring and retaining knowledge, optimizing intrinsic motivation and cognitive load. [ABSTRACT FROM AUTHOR]

In Prior Analytics 1.15, Aristotle attempts to give a proof through the impossible of Barbara, Celarent, Darii, and Ferio with an assertoric first premiss, a contingent second premiss, and a possible conclusion. These proofs have been controversial since antiquity. I shall show that they are valid, and that Aristotle is able to explain them by relying on two meta-syllogistic lemmas on the nature of possibility interpreted as syntactic consistency. It will turn out that Aristotle's proofs are not of the intended schemata. I shall investigate some of the results that the impact of this reconstruction on the modal syllogistic has: the relationship between Aristotle's syllogistic and the logics of relevance; the value of Aristotle's requirement that universal affirmative propositions be taken 'absolutely'; the destruction of many Aristotelian proofs; the recovery of certain principles of modal opposition from a charge of inconsistency. [ABSTRACT FROM AUTHOR]

Argumentation research often addresses the nature of argumentation as a complex set of procedures that can aid learning of complex scientific knowledge and practices. Thus, studies might look at transfer of knowledge and processes to specific science domains or to other types of procedural knowledge, such as teacher implementation in the elementary classroom or attention to argumentation procedures. This study explored the extent of transfer of the procedures and knowledge of argumentation to preservice teachers' lesson plans. Participants were four African American female preservice graduate students enrolled in an elementary science methods course. The students engaged in argumentation exercises in science from segments of the IDEAS project [Osborne, J., Erduran, S., & Simon, S. (2004). Ideas, evidence and argument in science (IDEAS) project. University of London Press], then participated in a socioscientific crime scene investigation. Students' capstone unit plans were analysed to explore the extent of transfer of argumentation knowledge and procedures to students' lessons. Schema theory as an analytic framework shows the nature of psychological and architectural features consistent with students' abstractions and attention to argumentation. The research has implications for understanding the importance of considering transfer of learning in relation to students' prior knowledge, especially when it comes to understanding the connections that African American students make to science pedagogy and content. [ABSTRACT FROM AUTHOR]

The present paper takes its point of departure in risk being a relevant content for science education, and that there are many different approaches to how to incorporate it. By reviewing the academic literature on the use and definitions of risk from fields such as engineering, linguistics and philosophy, we identified key elements of the risk concept relevant for science education. Risk is a phenomenon of the future that may be conveyed by our activity, it is something that may or may not take place. Hence, at the core of risk we find uncertainty and consequence. Furthermore, the elements of probability and severity are relevant modifiers of the consequence, as well as both subject to uncertainty. Additionally, in framing, understanding and decision-making on risk, as individuals or society, we need to acknowledge that risk has both objective and subjective components, lying in the interface between knowledge and values. In this paper, we describe how these key elements were derived from the literature and derive a schematic model of the risk concept for the purpose of science education. We further discuss how this model may assist in planning, execution and evaluation of teaching activities explicitly or implicitly involving risk issues. [ABSTRACT FROM AUTHOR]

Native advertising is among the most ethically charged strategies of digital communications. The ethical controversies are inherent in native advertising’s definition—paid advertising that is disguised to make readers think it is editorial content of digital publishers. Drawing on moral philosophy, the persuasion knowledge model, the social responsibility of the press theory, schema theory, and psychological reactance theory, this project demonstrated that consumers’ perceptions of native advertising’s deceptiveness increased advertising skepticism, irritation, and avoidance. In contrast, higher media trust resulted in lower perceived deceptiveness, skepticism, irritation, and avoidance. Thus, advertisers and online publishers will benefit from explicit disclosure of sponsorship that is responsible and transparent. [ABSTRACT FROM AUTHOR]

This article outlines an approach that archaeologists can use to predict a widespread family of concepts about social organization in past societies. Such concepts are all ultimately conceptual metaphors: people map their experiences in other domains onto their society, to reason about social order. The Sumerians used the experience of sheepherding to understand their KINGS AS SHEPHERDS and PEOPLE AS FLOCKS; the Maya understood PEOPLE AS CORN and their RULERS AS RAIN GODS. These concepts share an image schema derived ultimately from the experience of applying force to physical objects. This image schema is universal. Archaeologists can use it to predict parallel concepts of social organization in other societies, using commonly-recovered material remains. The theory of conceptual metaphor also suggests there is a minimum size of communities in which such concepts might develop. [ABSTRACT FROM AUTHOR]

Joseph Bizup’s BEAM schema establishes a rhetorical approach to research writing pedagogy, articulating four distinct ways writers use sources: forbackground, exhibit, argument, andmethod. This article rechristens the framework I-BEAM, identifying a fifth category:instancesource use, a constitutive function that establishes the need for the writer’s argument. Instance source moves appear in numerous locations––introductions, textual asides, footnotes/endnotes, and epigraphs––and can situate the writing in both academic and popular contexts. Attention to this exigency move highlights the problem of authenticity in school-based writing and raises questions about sources formative to the writer but invisible to the reader. [ABSTRACT FROM AUTHOR]

Information-based epistemology maintains that ‘being informed’ is an independent cognitive state that cannot be reduced to knowledge or to belief, and the modal logicKTBhas been proposed as a model. But what distinguishes theKTBanalysis of ‘being informed’, theBrouwerscheschema (B), is precisely its downfall, for no logic of information should include (B) and, more generally, no epistemic logic should include (B), either. [ABSTRACT FROM PUBLISHER]

We propose a new method for the history of ideas that has none of the shortcomings so often ascribed to this approach. We call this method the model approach to the history of ideas. We argue that any adequately developed and implementable method to trace (dis)continuities in the history of human thought, or concept drift, will require that historians use explicit interpretive conceptual frameworks. We call these frameworks models. We argue that models enhance the comprehensibility of historical texts, and provide historians of ideas with a method that, unlike existing approaches, is susceptible neither to common holistic criticisms nor to Skinner's objections that the history of ideas yields arbitrary and biased reconstructions. To illustrate our proposal, we discuss the so-called Classical Model of Science and draw upon work in computer science and cognitive psychology. [ABSTRACT FROM AUTHOR]

Despite the growing body of writing that explores the productive collisions between immanent thought and theatre/performance, there would appear to be important work still to be done in developing the notion of an ‘immanent performativity’. Immanent performativity can be understood to be affirmative given the processual ontology that Deleuze proposes to be constituted by a continuous affirmation of difference. Initial forays into the relationship between Deleuze's work and performativity have suggested the latter term to be generally unsalvageable for immanent use on account of its genealogy in the study of language and have instead proposed other-than-linguistic approaches to concerns implicated with performativity such as queer theory. This need not be the case. By starting withDifference and Repetition– a text in which Deleuze develops a complex discussion of the emergence of representation, subjectivity and thought – an exploration into a Deleuzian affirmative and ‘immanent performativity’ can find particularly rich and relevant material upon which to draw. InDifference and RepetitionDeleuze takes up Kant's notion of schematization and resituates it as one element along a performative chain or series – a genetic or constitutive line of performative dynamics that eventuates with the kinds of performativities of bodies and languages with which our contemporary theorizations are more familiar. In this article I propose that there are in fact other moments along such a reciprocally determining performative chain that accompany or even precede ‘dramatization’ within Deleuze's presentation of the genesis of representation and self inDifference and Repetition. This article raises important questions about how this ‘receded’ perspective on an immanent and affirmative performative can be understood to problematize and extend the work of other theorist of the performative, such as Searle, Derrida and Butler. [ABSTRACT FROM AUTHOR]

Linked Data has become a very important way to share information on the Web. The Visual Resource Association (VRA) Core 4 eXtensible Markup Language (XML) schema was used as a basis for developing a new VRA ontology that was highly interoperable across the Web. Once the model was developed, an eXtensible Stylesheet Language Transformation (XSLT) style sheet was created to test the model against an actual VRA Core 4 data set. The study successfully demonstrated how popular and widely consumed vocabularies can be used to form the basis for more granular vocabularies. The study also demonstrated how existing data can be successfully converted into Resource Description Framework (RDF) using an XSLT style sheet. [ABSTRACT FROM AUTHOR]

Previous research has found that cognitive frame, mental models, and schema embody a dominant logic of firms that structure the behavioral routines of managers and can become a central force shaping a firm's decisions and actions. This exploratory study seeks to provide insight into an emerging dominant logic among recently established private-sector Chinese enterprises. Using multiple case studies of Chinese entrepreneurial firms, we identify convergence on a surprisingly similar dominant logic based on closely aligned concepts and accompanying behaviors: a defensive perspective of business environment; a conservative strategic decision-making process; and full involvement of owners and top managers in daily operations that substitute for development of elaborate routines and systems. Although a dominant logic may facilitate decision making and growth, it may also act as a perceptual blinder limiting opportunity search as firms seek to minimize risk in an uncertain environment. [ABSTRACT FROM PUBLISHER]

In much of modern scholarship, the notion of datong 大通 in Zhuangzi's famous zuowang 坐忘 (sitting in disregard) passage is often interpreted as either Dao or a mental/spiritual state of an ideal person, a person who has obtained Dao. In either case, however, the association between datong and such interpretation lacks detailed justification resulting from an insufficiently understood relation between datong and its immediately preceding statements. Different from the more common readings, I propose a cognitive approach based on an image schema related to non-obstruction. In order to demonstrate the philosophical importance of this schema, I will first briefly point out the problems of previous scholarship regarding the zuowang passage. Second, I will introduce the image schema related to non-obstruction based on a number of examples taken from the Zhuangzi. Finally, I will apply this methodology and introduce a cognitive experience-based interpretation of the zuowang passage. [ABSTRACT FROM AUTHOR]

The purpose of this study is to establish and test a model of the image differentiation positioning strategy in the airline industry. This study is based on the schema, which is defined as 'a stored framework of cognitive knowledge that represents information about a topic, a concept, or a particular stimulus, including its attributes and the relations among the attributes' (Aggarwal & McGill, 2007, p. 470). The objectives of the study are: (a) to compare the differences between two models (schema plus tag model and subtyping model) of the schematic process; (b) to identify the relationship between the image differentiated positioning strategy and the schematic process; and (c) to assess how the schematic process influences future consumer behavior (attitude and purchasing behavior). Results showed that the airline's image differentiated positioning strategy had a positive effect on future consumer behavior through the schema. [ABSTRACT FROM AUTHOR]

We propose a framework to reason qualitatively about courses of action (COAs) which need to be executed in a realistic geographic space that may change. Particularly, the framework aims to support human mental 'What-If' analysis by simulating the execution of COAs in a virtual geographic environment, which can change during the simulation, and by allowing the user to explore various scenarios (different COAs) and to analyse their outcomes using causal reasoning techniques. In this article, we first present a framework which is based on a conceptual model of spatio-temporal situations, a multi-agent geosimulation platform and qualitative spatio-temporal causal reasoning techniques. Then, we illustrate the framework using a case study. [ABSTRACT FROM AUTHOR]

The Arabic terminological tradition is remarkably unique for the application of a single referential word to a variety of concepts across subjects. One such term is laḥn, which, in the sense of a terminus technicus, became a familiar topos in philological, jurisprudential, literary, and Qur'anic discourses. The present study re-examines the referential terrain of the term, taking as its point of departure, Johann Fuck's (d. 1974) seminal discussion of it. An entirely new area to which the term came to be applied relates to the aesthetic genres; namely, the poetic and prose forms where particular manipulation of meanings or expressions became interpretable as rhetorical laḥn. From Ibn Durayd (d. 321/933) down to Ibn Rashīq (d. 456/1063), this study examines the trajectory of the evolution and formalization of the term laḥn in the context of allusive tropes established by theorists and literary legislators. The study also demonstrates that, its strong referential attachment to incorrect idiom notwithstanding, the application of the term laḥn to other phenomena in the scholarly discourse was all the more remarkable in regard to the literary, theoretical tradition where the elasticity of the terminological convention is once more established. [ABSTRACT FROM AUTHOR]

The article focuses on the analysis of an image. It states that it is important to first examine the simple logical and historical form of value before its general form. It mentions that the brain stores the mode of construction of an image, rather than the image itself. It says an image is not localized by the brain, but arises at the point of physical contact between the receptor and surface of an object.

The purpose of this study was to determine the importance of introducing schematising to children in early childhood and to determine whether schematising can be taught to children. This was done using a longitudinal, quantitative study with a quasi-experimental design (N = 133). In this study, the use of schematising was taught to an experimental group of children to determine if it is possible to realise significantly improved results in schematising tasks for an experimental group in comparison to a control group of children who were not taught schematising. Pupils in the experimental group demonstrated significantly better results on schematising, which cannot be explained by maturation. In our future research, we will investigate the mathematical performances of these experimental and control groups in the next grade of the primary school curriculum. [ABSTRACT FROM AUTHOR]

Based on the schema concept and on basic findings of neuroscience, a five-step model of self-exploration is proposed. A cue is followed by Assimilation, Affect, Processing, Emotion, and Action Motivation. This process can be understood as an ongoing activation of schemas. A person's congruent, incongruent, or not-congruent experiences correspond to the alternative ways that schema and subschema networks fit or fail to fit with one another. The process of symbolization occurs as new schema networks emerge and neuronal pathways extend, so that the higher order schemas accommodate new experiences. The process is fostered when the person takes an observer position, maintaining some distance from the immediate experiences and when the therapist offers direct and challenging interactional experiences. Examples from everyday life and from play therapy are given. [ABSTRACT FROM AUTHOR]

Is there a philosophy that grounds the teaching of advanced legal research (ALR)? Can a coherent identity be found? The authors draw upon the experience of twenty-five years of teaching ALR to large numbers of students to puzzle this question out. Are we teaching a mechanical skill? Are we offering a course in jurisprudence? Are we simply forcing the students to teach themselves? Has the information revolution changed the whole enterprise? Basing the discussion on the context of legal information, the students, and the law, the authors try to find an answer to these fundamental questions. [ABSTRACT FROM AUTHOR]

The difference between expert and novice problem solvers is that experts have organized their thinking into schemata or mental constructs to both see and solve problems. This article demonstrates why schemata are important, arguing that they need to be made explicit in the classroom. It illustrates the use of schemata to understand and categorize complex research problems, map the terrain of legal research resources, match appropriate resources to types of problems, and work through the legal research process. The article concludes by calling upon librarians and research instructors to produce additional schemata and develop a common hierarchical taxonomy of skills, a “Bloom's Taxonomy,” which would define legal research problem-solving skills more precisely and set benchmarks for assessment. [ABSTRACT FROM AUTHOR]

The article discusses various issues related to the development of the psychology of creativity. Among the issues are the analysis of the principles of systems research needed to develop the psychology of creativity, situations in which the systems approach emerges in the psychology of creativity, the relationship between interaction and development, the conceptual schema and the interaction of process and product.

In response to Philip Ethington's project of historical mapping, this paper argues for the inextricability of spatial and narrative schemata. It claims that what Ethington calls 'emplacement' presupposes the modalities of 'emplotment' theorized by Hayden White as intrinsic to the process of writing history. [ABSTRACT FROM AUTHOR]

The article focuses on the philosophical view of philosopher Immanuel Kant about enlightenment. It is stated that the distinction between the public and private self is significant to Kant's reflections on a necessary space of free expression and exchange of ideas, which is also central to cosmopolitical concerns. It is stressed that Kant's philosophy aids and assists oppression by guaranteeing a homogenous world in which everything fits and has its place through a promulgation of the schematism of pure understanding that deterministic subsumption of the particular under the general.

This article examines ‘reflective schema’ within the context of its original study by Kant and Umberto Eco, and from the perspective of my own performance making as a recent practice-as-research (P-a-R) PhD candidate. This is in response to an article by Susan Melrose, where she suggests that it is through a ‘reflective schema’ that we can view performance in order to judge its value as P-a-R (2002). Melrose claims that in using such a schema we no longer need to rely on the ‘traditional thesis’ as the ‘material support’ of performance. I argue that if we include the ‘traditional thesis’ under this model of thought, then it is not simply a material support; it is seen to be essential to the creative process. Therefore, while both acknowledging it as only one possible method and pointing towards its limitations, I also argue that it is useful to understand P-a-R following a ‘reflective schema’ as it demonstrates an alternate relation between the traditional written thesis and the performance. [ABSTRACT FROM AUTHOR]

I offer a critical reconstruction of Kant's thesis that aesthetic judgement is founded on the principle of the purposiveness of nature. This has been taken as equivalent to the claim that aesthetics is directly linked to the systematicity of nature in its empirical laws. I take issue both with Henry Allison, who seeks to marginalize this claim, and with Avner Baz, who highlights it in order to argue that Kant's aesthetics are merely instrumental for his epistemology. My solution is that aesthetic judgement operates as an exemplary presentation of our general ability to schematise an intuition with a concept at the empirical level. I suggest that this counts as an empirical schematism. Although aesthetic judgement is not based on empirical systematicity, it can nevertheless offer indirect support for the latter in so far as it is a particular revelation of purposiveness in general. [ABSTRACT FROM AUTHOR]

In the early steps of the Transcendental Deduction in the Critique of Pure Reason, Kant briefly addresses the threat posed by usurpatory concepts such as ‘fate’ and ‘fortune’. Commentators have largely passed over these remarks, but in this paper I argue that a careful analysis of the reasons why ‘fate’ and ‘fortune’ are usurpatory reveals an important point about the relation between the Deduction and the Principles chapters of the Critique. In particular, I argue that ‘fate’ and ‘fortune’ are usurpatory because they are unable to discriminate between the particular contents of experience, and that this requires that Kant provide an account of how the categories are able to accomplish this task. And this in turn shows that the justificatory work begun in the Deduction can be completed only in the Schematism and Principles. [ABSTRACT FROM AUTHOR]

First formulated in the USA in the 1920s, the neighbourhood unit schema provides a model layout for an integral residential district. Over the past eight decades, the neighbourhood unit plan has traversed national boundaries and spread widely throughout the world. This article traces the multiple involvements of the schema and its variants in the process of modernization in China. Drawing upon Edward Said’s concept of ‘travelling theory’, the study reveals the complexities surrounding the appropriations, interpretations and reinventions of the neighbourhood schema in a constant flux of historical practices. The article shows that the domestication of the concept in China was a continual process of translating, selecting, combining and reinventing, instead of a direct borrowing of foreign ideas. It is concluded that the neighbourhood unit schema is far more than another sign of globalized repetition; instead, it is constantly tamed into different programmes of modernization in new times and places. [ABSTRACT FROM AUTHOR]

Few studies have dealt with students’ preconceptions of sounds. The current research employs Reiner et al. (2000) substance schema to reveal new insights about students’ difficulties in understanding this fundamental topic. It aims not only to detect whether the substance schema is present in middle school students’ thinking, but also examines how students use the schema’s properties. It asks, moreover, whether the substance schema properties are used as islands of local consistency or whether one can identify more global coherent consistencies among the properties that the students use to explain the sound phenomena. In‐depth standardized open‐ended interviews were conducted with ten middle school students. Consistent with the substance schema, sound was perceived by our participants as being pushable, frictional, containable, or transitional. However, sound was also viewed as a substance different from the ordinary with respect to its stability, corpuscular nature, additive properties, and inertial characteristics. In other words, students’ conceptions of sound do not seem to fit Reiner et al. ’s schema in all respects. Our results also indicate that students’ conceptualization of sound lack internal consistency. Analyzing our results with respect to local and global coherence, we found students’ conception of sound is close to diSessa’s “loosely connected, fragmented collection of ideas.” The notion that sound is perceived only as a “sort of a material,” we believe, requires some revision of the substance schema as it applies to sound. The article closes with a discussion concerning the implications of the results for instruction. [ABSTRACT FROM AUTHOR]

The cognitive/interactionist (C/I) model of interpersonal dependency contends that two central elements of a dependent personality orientation are a schema of the self as powerless and ineffectual, and a resulting desire to obtain and maintain ties to potential caregivers and protectors. Two experiments tested this aspect of the C/I model. Experiment 1 found that dependency level and schema priming combined to predict the amount of time participants were willing to wait for test performance feedback from a professor. Experiment 2 found that varying the likelihood that the professor would be able to offer future help and support moderated the significant dependency and priming effects obtained in Experiment 1. These results support the C/I model; theoretical and empirical implications are discussed. [ABSTRACT FROM AUTHOR]

My case study of Heart of Darkness analyzes the role of image schemas in shaping narrative macrostructures and in organizing literary metaphor systems. Assuming that we can reconstruct global story meaning from local image-schematic metaphors, I propose a model in which compound gestalts represent major aspects of the plot-defining macrostructure. It emerges as salient textual cues progressively add up to a scaffold of image-schematic elements that represent the event's overall texture, its"plot-gene". The rich metaphor system of Heart of Darkness throws into relief the amazing range of literary functions rooted in this image-schematic plot-gene, including plot mnemonics, inference, metaphor networks, and clustering of propositional knowledge, megametaphor, focalizing and viewpoint effects, irony, as well as mood contours. Progressing toward a cognitive model of narrative, I will argue that reading involves a mental simulation of how image schemas interact topologically to produce emergent effects. I dub the imagistic substrate of this simulation the"mental (story) sketchpad,"following Baddeley (1986). [ABSTRACT FROM AUTHOR]

Ideas from cognitive science are increasingly influential and provide insight into the nature of moral judgement. Three core ideas are discussed: modern schema theory, the frequency of automatic decision-making and implicit processes as the default mode of human information processing. The Defining Issues Test (DIT) measures the beginnings of moral understanding, which are largely non-verbal and intuitive, in contrast to the Moral Judgement Interview (MJI), which measures the highest level of verbal understanding. The positive attributes of the DIT and its conceptualisation of moral judgement schemas are more apparent in a time of increasing respect for implicit knowledge and processing. The DIT offers a means of measuring moral judgement that fits with current views in cognitive science. Although the MJI and interview techniques generally are worthwhile for measuring production competence, the DIT is better able to measure understanding at the level that drives most decisions for most people. [ABSTRACT FROM AUTHOR]

Focuses on a conceptual definition of genocide. Common guiding schemata of genocide; Uniqueness theory; Inclusive approach; Holocaust-centric mode.

Argues that the ethno-religious-cultural or professional community is the ultimate type of subjectness that is the carrier of the principle of collective thought activity. Discussion of the thought-activity approach as romantic theory; Evolution of thought in communicative network media and nodes of interaction; Problem on the type of schemata used to objectify and to organize and realize the processes of thought activity.

Several studies are reviewed that examine differences in moral schema development using techniques intermediate between measuring implicit knowledge (such as with the Defining Issues Test) and explicit knowledge (such as with the Moral Judgment Interview). Findings include significant differences in the comprehension of moral narratives based on age/education and on level of expertise. Also, intended moral themes in stories are not understood by younger children. [ABSTRACT FROM AUTHOR]

Holyoak and Cheng's (1995) account of Wason's (1966) selection task was evaluated by testing participants' recognition memory for the rule. To accommodate the finding that participants' selections are systematically influenced by manipulating their perspective on the rule to be tested, Holyoak and Cheng put forward a development of Pragmatic Reasoning Schema (PRS) theory, according to which the rule being tested is mapped onto different schematic rules depending on the perspective taken. The instantiated schema then becomes the basis for reasoning, and the different schemas encourage the selection of different cases. We hypothesised that if participants interpret the rule by instantiating a particular schema, then they should falsely recognise a sentence corresponding to the instantiated schema a short time after performing the task. An experimental test provided limited support for this hypothesis. [ABSTRACT FROM AUTHOR]

This paper uses questionnaire data to examine the impact of the national curriculum on secondary school science teachers' work in England and Wales. While many of the changes might have been anticipated, others are surprising and a cause for concern. The evidence suggests that, in a significant number of schools, less time is being spent upon practical activities in the laboratory and pupils are presented with a narrower range of laboratory activities. In addition, a substantial proportion of teachers judge national curriculum science to be insufficiently flexible to allow them to meet the needs of all their pupils and provide them with an enjoyable scientific education. [ABSTRACT FROM AUTHOR]

This study focuses on the structures and relationships involved in one-step additive and multiplicative problems. Thirty-three problems were given to 450 students in grades 2, 3 and 4. The analysis of results showed that the facility ratio of the problems differs by structure, by situation and by the sequence of the data within the same situation. It was also verified that students' ability to solve one-step problems increases with age, but the relative difficulty of the problems is grade independent. Four cognitive developmental levels were indicated. It is envisaged that teachers may facilitate students to develop efficient problem solving schema networks, by hierarchically sequencing activities related to one-step problems. [ABSTRACT FROM AUTHOR]

Argues that little new knowledge has been produced by the Schema Theory as a research program in political science. Political scientists who adopted the language and concepts of schema theory; Claims which have been made for the schema approach; Caution against theoretical displacement within the discipline.

Problems with traditional constructionist views of comprehension, which are often based on schema theories, are reviewed in light of recent evidence that suggests that bottom-up processes are predominant in comprehension. Three alternative views of the role of topdown processing in comprehension are also reviewed: (a) the minimalist framework, (b) construction-integration theory, and (c) schema-assembly theory. Although each of these views has some merit, none of the views adequately addresses the context-sensitive nature of top-down processes in comprehension. A new theoretical framework is proposed that synthesizes elements from each of the three alternative views. The new framework focuses on how distributed activation control (DAC) is maintained by the comprehension system. It is proposed that some elements of schema theories remain important to comprehension if we are to understand how the flow of information activation is controlled in various reading contexts. [ABSTRACT FROM AUTHOR]

Focuses on the influence of schemata in encoding and retrieval of prose. Terms of schema theory; Effectiveness of retrieval schema; Organization of information in encoding.

ABSTRACT. Generation-effect and schema-theory explanations for the outcomes of knowledge-mobilization procedures were contrasted. Across two experiments' knowledge mobilization resulted in superior levels of recall even when material generated during the knowledge-mobilization phase was removed from analysis. The generation effect, however, was observed: Students in the knowledge-mobilization conditions recalled significant amounts of generated materials. We concluded that knowledge mobilization and related schema activation techniques affected students' memory primarily through schema activation and the construction of an encoding context that better facilitated assimilation of new information. [ABSTRACT FROM AUTHOR]

In recent years there has been much comment on the value-laden and particularly political nature of language and literacy and the manner in which literacy is embedded in particular socio-cultural systems. It is argued here that the non-neutrality of literacy is evident in the contemporary positioning of adult language and literacy instruction within the rhetoric of current employment-related concerns These concerns privilege a particular vision of the workplace and workforce and these ideas have become embedded in competency-based language and literacy schemata. In this paper, assumptions regarding the nature of workers' participation in the 'new' workplace in such schemata are identified. In particular, the degree to which the vision of participation, as measured by specified language and literacy competence for the workplace, is likely to be shared by Aboriginal Australians in both remote and settled Australia is considered. Related factors impinging on adult Aboriginal acquisition and demonstrations of language and literacy competence in this context are discussed. [ABSTRACT FROM AUTHOR]

While it is known that positions in exchange networks are interdependent, little work has been done to develop a systematic procedure to determine the type and pattern of these interdependencies. Wording from an insight by Shubik (1984), this paper proposes a canonical form for such interdependence. The model does not depend on the existence of pre-existing categories of complementary positions, such as buyers and sellers or men and women. The model uses only network position to create classes of positions with linked fates. Simulation and experimental results are presented that support this schema. These findings lay the groundwork for the study of collusion in exchange networks: members of latent classes, who share a common fate, would be likely to form coalitions when free communication exists. [ABSTRACT FROM AUTHOR]

The body has a normal drive to be well and to thrive. By the time people have full-blown addictions they are frantically trying to survive the ravages of intense psychic pain countered by the extremes of their addictive peaks. The return to basics is painful and often unknown. In sobriety, the challenge is to realize all that is needed to achieve balance and then to maintain it. A schema is discussed that will facilitate keeping track of the necessary areas by daily checks. Over time one can see how neglected areas could promote relapse and thus prevent it by attending to those same areas. [ABSTRACT FROM AUTHOR]

Explores the implications of schema theory for the design of content-area textbooks. Overview of schema theory; Concept of text schemas; Description of basic text structures.

Examines the relationship between problem solving strategies and learning. Distinction between schema-driven and search-based strategies; Constraints on the use of problem-solving techniques; Effects of training on strategy use.