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Schemas are cognitive structures that provide a framework for interpreting and organizing social information. They help individuals navigate complex environments by offering expectations about people, events, and behaviors. Schemas influence attention, encoding, and retrieval processes, thereby shaping the entire trajectory of information processing in social contexts.Attention and Cognitive LoadDuring initial attention, schemas function as filters that prioritize schema-consistent information,...
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A schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
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A schema is a mental construct that organizes related concepts, allowing the brain to process information efficiently. Upon activation, schemata facilitate assumptions about people or objects.
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In general, a schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
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People tend to know what behavior is expected of them in specific, familiar settings. A script is a person’s knowledge about the sequence of events expected in a specific setting (Schank & Abelson, 1977). Essentially, scripts are a particular kind of schema, one containing default values for the features within an event. In the restaurant example, the script's features include the props (e.g., tables, menu, food, and money), the roles to be played (e.g., customer and waiter),...
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A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze...
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Related Experiment Video

Updated: Apr 30, 2026

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
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Whether Social Schema Violations Help or Hurt Creativity Depends on Need for Structure.

Małgorzata A Gocłowska1, Matthijs Baas2, Richard J Crisp3

  • 1University of Amsterdam, The Netherlands Goclowska.M@gmail.com.

Personality & Social Psychology Bulletin
|May 1, 2014
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Summary

People

Keywords:
information processinginnovationmotivationsocial diversitystereotypes

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Area of Science:

  • Cognitive Psychology
  • Social Psychology

Background:

  • Social schema violations can sometimes hinder creativity by increasing cognitive rigidity.
  • Individual differences in preference for structure may influence creativity outcomes.

Purpose of the Study:

  • To investigate if need for structure moderates the effect of social schema violations on creativity.
  • To determine if individual differences in structure preference predict creative performance after encountering unexpected social information.

Main Methods:

  • Study 1: Participants formed impressions of a schema-inconsistent (female mechanic) versus schema-consistent (male mechanic) target.
  • Study 2: Participants memorized images of individuals in schema-inconsistent versus consistent contexts.
  • Assessed creative performance and divergent thinking in relation to need for structure.

Main Results:

  • Participants low in need for structure showed enhanced creativity following schema-inconsistent information.
  • Participants high in need for structure exhibited impaired creativity after encountering schema violations.
  • Low need for structure individuals improved divergent thinking with inconsistent imagery, while high need for structure individuals decreased.

Conclusions:

  • Need for structure is a critical individual difference factor in how social schema violations impact creativity.
  • Individuals preferring structure are more susceptible to creativity decrements when faced with unexpected social information.
  • Understanding need for structure can help predict and potentially mitigate negative effects of schema violations on creative cognition.