Schema Theory Research Articles

Errors of Omission and Commission in Group Communication Networks

We advance a novel theory of relational schemas on how formal and informal structures in communication networks explain why members misperceive and miss the existence of communication links in their networks. To test our hypotheses based on the theory, we collected data on 23, 12-person networks (N = 212 participants), measuring both the actual communication networks (who was actually connected to whom) and perceived networks (who was perceived by others to be connected to whom). Comparing the actual and perceived networks shows that members tend to overestimate the presence of communication links between members in formal groups and informal structures (e.g., reciprocity and two-path) and underestimate the presence of links between people in different groups and people who are part of an unclosed triad. There is a clear accuracy trade-off in using relational schemas for perceptions of communication networks. These findings provide insights into how members’ perceptions of who knows whom hinder their ability to share information effectively.

Examining the Nexus Between Entrepreneurial Imagination and Venture Innovativeness

The new venture creation process begins when entrepreneurs come to imagine their venture ideas, yet we lack a comprehensive understanding of the imagination-innovation nexus for entrepreneurial ventures. In this research, we take a dynamic approach and combine entrepreneurial imaginativeness perspective with schema theory to argue that entrepreneurial imaginativeness will influence venture innovativeness and this relationship is likely to be contingent on the founder’s knowledge depth and breadth. Using a two-step process and combining data from a survey of 98 entrepreneurs and secondary sources, we show that entrepreneurial imaginativeness enhances venture innovativeness and the founder’s knowledge component has a differential effect on this relationship. More specifically, we hypothesize that knowledge depth constraints the effect of imaginativeness on venture innovativeness, while knowledge breadth enhances the effect of imaginativeness on venture innovativeness.

Blue Monday, yellow Friday? Investigating work anticipation as an explanatory mechanism and boundary conditions of weekly affect trajectories.

Affective well-being of employees is a key outcome in the occupational health literature. Yet, researchers of emotions and affect have long called for a better understanding of the dynamic nature of such experiences. Directly addressing this call, we have built on temporal schema theories and the notion of temporal depth to develop and test the anticipation of work account as a theoretical explanation of systematic weekly change patterns in positive and negative affect. Using a 7-day experience-sampling design and latent growth curve modeling, we hypothesized and found that anticipation of work linearly decreased over the course of the workweek, so did negative affect. Supporting our hypothesis that change patterns in work anticipation drive change patterns in evening affect, the linear change trajectory of anticipation was significantly related to change trajectories in positive and negative affect. Furthermore, we identified the structure of the workweek and chronic workload as boundary conditions that interact in shaping weekly change patterns in anticipation. Specifically, patterns of decreasing anticipation were most pronounced for employees with a regular Monday-Friday workweek and high chronic levels of workload, while they were weakest for employees with a regular workweek but low levels of chronic workload. Taken together, our results highlight the role of work itself and working conditions in dynamic aspects of affect. They yield theoretical and practical implications for the study of affect and its work-related experiential and behavioral consequences. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Evaluating the Use of Tactile Shapes in Associative Learning for People Who Are Blind

Introduction: This work investigates if simple two-dimensional (2D) tactile shapes can facilitate encoding, retention, and retrieval of associated information in the form of one-word labels. It also questions the need for the resemblance of tactile graphics with respective visual referents. Methods: Four experiments were conducted using recall tasks with verbal and tactual triggers. Students who are blind from schools for blind students in Indianapolis, Indiana (USA) and New Delhi (India) participated in these experiments. Participants learned 12 shapes with assigned (two sets of) one-word labels categorized as consonant, dissonant, or abstract. Recall tasks were conducted after 1 week and after 4 months using verbal and tactual triggers. Results: The results of experiment 1 show that recall performance for consonant associations was higher than that for dissonant and abstract. Experiment 2 shows the recall performance using orally narrated verbal triggers, while experiments 3 and 4 use tactile triggers (both verbal and shape). Additionally, in experiment 4, the participants were observed recalling most associations after 4 months. Tactile verbal triggers (braille) invoked better recall accuracy as compared to tactile shape triggers. Discussion: The results and discussion with schema theory suggest that resemblance to visual referent (or similarity of tactile shape with real-life visual stimuli) is not necessary for learning associated labels. Additionally, simple 2D tactile shapes can support long-term retention of associated verbal information. The presence of primacy effect (better retention of first few associations) and distinctiveness effect (better retention of unique associations). Implications for Practitioners: The inferences of this work can influence the redesign of educational material and pedagogy for students with blindness by: (1) contributing to the development of a standardized set of symbols with associated meanings and using them for book annotation or indicating the genre of a graphic; (2) using simple tactile images instead of complex “visually correct” images.

Learning Organizations and Innovative Work Behaviors: A Moderated Mediation Model of Creative Self-Efficacy and Self-Leadership from the Perspective of Social Cognitive Theory and Social Schema Theory

Purpose: The purpose of this study is to investigate the direct effect of learning organizations on innovative work behaviors. This study also examines the mediating effect of creative self-efficacy between learning organizations and innovative work behaviors. Additionally, this study investigates the moderating role of self-leadership between creative self-efficacy and innovative work behaviors.
 Study design/methodology/approach: A total of 487 permanent employees (361 subordinates and 126 immediate officers/supervisors) from the manufacturing sector voluntarily in a non-contrived setting participate in the data collection survey. Statistical analysis of this study is conducted using different statistical software (SPSS v.25, AMOS v.22, and Smart-PLS v.3) to test the direct, mediation, moderation, and moderated mediation hypothesized relationships.
 Findings: Results of this study reveal that learning organizations predict innovative work behaviors of employees. This study's findings also reveal that creative self-efficacy partially mediates the relationship between learning organizations and innovative work behaviors. Furthermore, results indicate that a higher level of self-leadership moderates the positive relationship between creative self-efficacy and innovative work behaviors. Finally, this study’s results confirm that a higher level of self-leadership indirectly influences the positive relationship between learning organizations and innovative work behaviors via creative self-efficacy.
 Research limitations/implications for Practice: The present study highlights the importance of learning organizations for the enhancement of innovative work behaviors of employees. The employees' creative self-efficacy helps the management to overcome the uncertain situations of rapid globalized change through innovative behaviors. Additionally, self-leadership is vital for individuals and organizations to support the learning organization's culture and creative self-efficacy for enhancing innovative work behaviors.
 Originality/value of the Results: The present study will be helpful for the management how to overcome the circumstances of unprecedented changes which occur rapidly around the world; also, the findings of this study be beneficial for the management how to increase innovative behaviors of their workforce, which are now mandatory for survival and competitive advantage. Moreover, this study adds knowledge to positive psychology and organizational behavior by explaining the mediating role of creative self-efficacy and moderating role of self-leadership.

A Novel Deep Framework for English Communication Based on Educational Psychology Perspective.

The impact of verbal reading practices on learning is examined from the perspective of educational psychology, using the motivation theory and the schema theory. This research intends to enhance learner's English communication abilities in response to the needs for national economic growth and scientific and technological development. To motivate students to improve their English, the research may address the issue of inadequate opportunities by adding an artificial intelligence (AI) conversation mechanism to the students speaking English exercise. First, cognitive psychology is analyzed in detail, and a model based on cognitive psychology is implemented to solve the problems existing in student's English communication. In addition, various measures are presented and used to increase student's oral English communication abilities. We used sixty students from North China University of Water Resources and Electric Power are separated into two classes: Class A and Class B. The experimental group is called Class A, while the control group is called Class B. Following a comparison of the outcomes obtained before and after training. The experimental group's reading comprehension, responding to questions, situational conversation, and subject description scores rose by 13.33, 15.19, 17.39, and 28.3 %, respectively. The overall average score of the class climbed by 17.75 %, whereas the scores of pupils in Class B improved just an undersized. The results reveal that following the vocalized reading exercise, the student's English grades, self-efficacy, and topic knowledge increased considerably in the experimental group. Moreover, the proposed model, employs computer simulation in the English communication teaching system and AI, which can aid in the creation of an interactive learning environment for students to improve their spoken English and English communication abilities.

Enhancing Service Brand Passion Through Self-Congruity: The Moderating Role of Gender and Age

Purpose: Using congruity theory, triangular theory of love, gender schema theory, and generational cohort theory, this study aimed to examine the relationships between congruity types and consumers’ service brand passion, along with the moderation effect of gender (i.e. male vs. female customers) and age (i.e. young vs. older customers) in these relationships. Design/methodology/approach: A total of N=252 valid responses were collected from the customers of service brands (e.g. bus riders), and the theoretical model was tested using exploratory factor analysis (EFA), structural equation modeling (SEM), and moderation analysis techniques. Findings: After assessing four types of congruity, we discovered that the influence of brand use image congruity had the greatest impact on service brand passion, followed by brand user image congruity, and actual self-congruity. Our moderation variable of gender revealed that the effect of actual self-congruity is more essential in building service brand passion among male than female customers, whereas the effect of ideal self-congruity is more important among female than male customers. Similarly, the effect of ideal self-congruity is more essential for boosting service brand passion among young than older customers, while brand use image congruity better promotes service brand passion among older but not young customers. Implications: This study offers strategies for boosting service brand passion among male (vs. female) and young (vs. older) customers in emerging markets. Originality: This is the first study to look into the effects of congruity types on service brand passion, and it has given marketers a framework for targeting customers based on their gender and age.

Schematizing Societal Problems in Namibian Novels: A Case Study of The Other Presence and The Hopeless Hopes

The current research presents a cognitive stylistics study of two Namibian novels: Francis Sifiso Nyathi’s The Other Presence and Salom Shilongo’s The Hopeless Hopes. These novels were selected because they present societal problems specific to Namibia from two different perspectives. The study also argues that only a few such Namibian novels have been investigated via conceptualising cognitive stylistics. The researchers have raised three fundamental questions: How does cognitive metaphor help explicate psychological hitches as captured creatively in the two novels? What is the mind’s contribution in conceptualising and comprehending contextual meanings in the two novels? How does content schema contribute to the understanding of the two novels? It is, therefore, against the backdrop of these three questions that the two novels were purposefully selected and studied. Conceptualising and implementing the cognitive metaphor, the current study also analyses the root causes of societal problems, such as unemployment, unfair treatment of people, HIV/AIDS, and witchcrafts, prevailing in the Namibian social fabric. In The Other Presence, it is the HIV/AIDS which is referred to as the other presence. Shilongo’s The Hopeless Hopes also reveals how Robert and the other fellow Namibian ex-combatants gathered at a Big House in Windhoek to hand over their petition to Honourable Zopa. It indicates clearly that the State House is being contextualised as a Big House in the novel, while the ‘Founding Father’ and the former president of the country Honourable Sam Nuyoma is referred to as Honourable Zopa. The contextual meaning of the selected novels can thus only be understood if the readers of these novels have a general background knowledge of the Namibian society. Within a cognitive stylistics theoretical framework, the study also follows a schema theory to explain mental problems and contextual meanings. It manifests how a cognitive stylistics approach to Namibian novels can advance the literary understanding of the multiplicities of themes, such as culture, taboo, superstition, unemployment, colonialism, corruption, and mental health.
 Keywords: cognitive metaphor, cognitive stylistics, content schema, contextual meanings, mental problems, schema theory

OVER AND PREKO – AN IMAGE SCHEMA-BASED APPROACH TO CONTRASTIVE ANALYSIS

Prepositions as a grammatical category are highly resistant to propositional definitions and as such they present a significant challenge not only for semantic analysis but also for in-class descriptions, each preposition generating a network of senses with no easily discernible core meaning. These factors contribute to a relative lack of theoretical frameworks devoted to prepositional meaning, preposition translation as well as effective methods via which they could be taught. This paper argues that a useful model for translation and teaching of prepositions can be derived from a revised form of Image Schema theory. For this purpose, a contrastive analysis of two prepositions – the English OVER and Serbian PREKO was performed, with the aim of demonstrating how Image Schema theory, with its inherent focus on universally understandable spatial scenes can easily account for divergent senses of translation-equivalent prepositions. Furthermore, the paper argues that the language-neutral medium of visual scene description provides a natural basis for a ‘tertium comparationis’, while also serving as a useful starting point for language teaching as it circumvents many of the problems inherent in propositional definitions.

Impact of Information and Computer Technology on Students’ Reading Comprehension

T his paper examined the impact of information and computer technology on students reading comprehension in Ebonyi local government area of Ebonyi state in Nigeria. The concept of reading comprehension was examined. Kintsch’s construction and integration theory and the Schema theory were explored as it relates to reading comprehension. Also, the importance of information and communication technology tools in reading comprehension was examined. It was observed that it offers the learners the opportunity of controlling the learning process and creates room for collaborative learning. Problems of using ICT for reading comprehension were enumerated to include: lack of software and hardware, lack of knowledge of available information technology resources, unavailability of computer laboratories, epileptic electricity power supply and lack of internet services among others. Then, ICT tools useful for improving reading comprehension were explored to include internet reciprocal teaching, computer aided instruction, text-to-speech software, digital texts, visual learning software etc. Finally, related literature relevant to this study was also reviewed. Based on this, one of the recommendations was that the government should ensure adequate provision of various ICT tools and functional computer laboratories in all the schools in the federation. Keywords: information and computer technology (ICT), reading comprehension, students, DOI: 10.7176/JEP/13-18-14 Publication date: June 30 th 2022

Follow Your Nose: Extended Arm Reach After Pinocchio Illusion in Virtual Reality

In this study, we recreate the Pinocchio Illusion—a bodily illusion whereby the perceived length of one’s nose is extended—in Virtual Reality. Participants (n = 38) self-administered tapping on the tip of the nose of a virtual avatar seen from the first-person perspective (using a hand-held controller) while the nose of the avatar slowly grew with each tap. The stimulating virtual arm and the virtual nose were linked such that while the nose grew the arm extended, and then also grew up to 50%. This produced an extension of the perceived reach of the stimulating arm, and an outward drift in the participants’ real arm. A positive correlation between the extent of the outward drift of the participants’ arm and the perceived reachability of distal objects was observed. These results were found both with synchronous tactile stimulation on the participants’ real nose, and without, but not for control conditions in which the visuomotor synchrony or body schema were violated. These findings open new avenues for hand grasp interactions with virtual objects out of arm’s-reach in immersive setups and are discussed in the context of theories of body ownership, body schema, and touch perception.

The serial reproduction of an urban myth: revisiting Bartlett’s schema theory

ABSTRACT Frederic Bartlett’s schema theory is still widely misunderstood as claiming that remembering is inevitably unreliable. However, according to the logic of his schema theory, remembering should, in relation to certain kinds of material, be relatively reliable. In this study we examined whether a “well-worn” urban myth (the Vanishing Hitchhiker) could be exempt from the fate of other material used in Bartlett’s own research on serial reproduction. Supporting Bartlett’s ideas, we found that recall of the Hitchhiker story was better (if not perfect) over a series of five reproductions than recall of the classic War of the Ghosts. Recall was also better for a strict (as opposed to a lenient) audience, in line with another prediction from Bartlett’s social theory of remembering. Notwithstanding this, we conclude with some critical remarks on the serial reproduction method as an approach to cultural memory.

A Schema-Based Robot Controller Complying With the Constraints of Biological Systems.

This article reports on the early stages of conception of a robotic control system based on Piaget's schemas theory. Beyond some initial experimental results, we question the scientific method used in developmental robotics (DevRob) and argue that it is premature to abstract away the functional architecture of the brain when so little is known about its mechanisms. Instead, we advocate for applying a method similar to the method used in model-based cognitive science, which consists in selecting plausible models using computational and physiological constraints. Previous study on schema-based robotics is analyzed through the critical lens of the proposed method, and a minimal system designed using this method is presented.

Shared Perspectives of Strength Among Black Women Social Work Educators in a Global Pandemic

ABSTRACT Social work faculty have had to manage the complexities of delivering quality education amid the coronavirus pandemic. While some faculty had support from their institution, factors of service, scholarship, student advising, and technology capacity became meaningful lessons for faculty development. The authors relied on strength as a mechanism to navigate through this unprecedented time. Strong Black Woman (SBW) schema and resilience theory are the anchors of this continuum on opposite sides. The shared perspectives of three Black women faculty as (a) an instructor with an administrative appointment, (b) a teaching fellow, and (c) an adjunct instructor at varying institutions will demonstrate how the SBW schema and resilience theory have guided their ability to adapt to changes during the global pandemic.

Social Neuro AI: Social Interaction as the “Dark Matter” of AI

This article introduces a three-axis framework indicating how AI can be informed by biological examples of social learning mechanisms. We argue that the complex human cognitive architecture owes a large portion of its expressive power to its ability to engage in social and cultural learning. However, the field of AI has mostly embraced a solipsistic perspective on intelligence. We thus argue that social interactions not only are largely unexplored in this field but also are an essential element of advanced cognitive ability, and therefore constitute metaphorically the “dark matter” of AI. In the first section, we discuss how social learning plays a key role in the development of intelligence. We do so by discussing social and cultural learning theories and empirical findings from social neuroscience. Then, we discuss three lines of research that fall under the umbrella of Social NeuroAI and can contribute to developing socially intelligent embodied agents in complex environments. First, neuroscientific theories of cognitive architecture, such as the global workspace theory and the attention schema theory, can enhance biological plausibility and help us understand how we could bridge individual and social theories of intelligence. Second, intelligence occurs in time as opposed to over time, and this is naturally incorporated by dynamical systems. Third, embodiment has been demonstrated to provide more sophisticated array of communicative signals. To conclude, we discuss the example of active inference, which offers powerful insights for developing agents that possess biological realism, can self-organize in time, and are socially embodied.

SUCCESSFUL INCLUSION WITH DIFFERENT LEARNING STYLES USING GRAPHIC ORGANIZERS

Inclusive education is based on the simple idea that every child is valued equally and deserves the same opportunities and experiences. Inclusive education is a child’s right, not a privilege. The special needs students many a times need extra attention. Hence the teacher's role becomes very challenging. Each student has his/her own preferred learning style. 'Learning styles' means every student learns differently. Though demanding it is important that the teacher tries to cater to every student's learning style. Graphic Organizers can be one of the solutions in this context. According to the ‘Schema Theory’ and the‘Dual Coding Theory'on using graphic organizers, theteaching-learning process can be made interesting and organized. It will enable us to deal with different kind of learners at thesame time since graphic organizers are presented via different presentation strategies.Considering all these points, the authors have come up with a model of teaching GOALS (Graphic Organizers and Learning Styles) to cater to the students having different learning styles with the specific reference to the VAK Model.An appropriate environment for learning can thus be designed. As the famous quote of Albert Einstein states ‘I never teach my pupils, I only attempt to provide the conditions in which they can learn.

Narrative Retellings: Stylistic Approaches

Narrative Retellings: Stylistic Approaches

Trauma as Absence: A Biopsychosocial-AIP Definition of Trauma and Its Treatment in EMDR Therapy

This paper advances the biopsychosocial adaptive information processing (BPS-AIP) model and theory (Cotraccia, 2012) by adding consciousness as a mechanism of action activated via social behavior in EMDR. An attention schema is conceptualized as content integrated with dynamic self-models that maintain subjective mental states of biopsychosocial connectivity or disconnectivity. These implicit self-models are portrayed as determining 1) the disposition of the BPS-AIP system of clients presenting for EMDR as more or less connected or disconnected prior to, at the time of, and following, a stressful event; and 2) whether or not stressful events become traumatizing over time.Attention schema theory(Graziano, 2021) is integrated to further describe how establishing and enhancing attentional agency when addressing simple and complex-PTSD facilitates consolidation of autobiographical memory. Self-integration in the context of an attuned therapeutic relationship is described in terms of patterns of tracking attention to promote heightened states of self/other consciousness and activate the innate healing system. Attention schema theory, as a prominent theory of consciousness, adds to BPS-AIP’s compelling description of how an innate neurophysiological system can be integrated with psychosocial components that explain how both subjective and intersubjective experiences are causally relevant to the processing of autobiographical memory.

Schema Theory and Language Acquisition: Justification for the Implementation of a Spiral Syllabus

In the realm of foreign language education, most educational institutions’ syllabi and textbooks organize content in a linear fashion, moving from topic to topic. By nature of having disparate topics, the vocabulary and grammar can vary widely with little overlap beyond the most frequently used words of a language. While the linear approach may be suitable for learning topics in one’s first language (L1) since a rich linguistic schematic network has already been built, in the case of EFL students, this approach is flawed due to students’ lack of meaningful exposure and practice of the target language/vocabulary outside of the classroom, and as a result, second language (L2) learners forget much of the vocabulary that is studied. A different approach, via using a spiral syllabus, is proposed to teach L2 learners, which may build a richer schematic network and consequently strengthen long-term memory. In this interpretative analysis, the relationship between schema theory, memory, and its application to second language learning is explored. Justified by the theoretical research of schema theory and empirical studies of spaced repetition systems, a proposal for a spiral syllabus and the need for further research in this area is described.

A conceptual framework for consciousness

This article argues that consciousness has a logically sound, explanatory framework, different from typical accounts that suffer from hidden mysticism. The article has three main parts. The first describes background principles concerning information processing in the brain, from which one can deduce a general, rational framework for explaining consciousness. The second part describes a specific theory that embodies those background principles, the Attention Schema Theory. In the past several years, a growing body of experimental evidence—behavioral evidence, brain imaging evidence, and computational modeling—has addressed aspects of the theory. The final part discusses the evolution of consciousness. By emphasizing the specific role of consciousness in cognition and behavior, the present approach leads to a proposed account of how consciousness may have evolved over millions of years, from fish to humans. The goal of this article is to present a comprehensive, overarching framework in which we can understand scientifically what consciousness is and what key adaptive roles it plays in brain function.