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Related Concept Videos

Schemas01:42

Schemas

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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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Schemata01:17

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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.
Two types of schemata are:
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Storage01:23

Storage

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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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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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Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

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Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
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Cognitive Learning01:21

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation
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Blocked training facilitates learning of multiple schemas.

Andre O Beukers1, Silvy H P Collin2, Ross P Kempner1

  • 1Department of Psychology and Princeton Neuroscience Institute, Princeton University, Princeton, NJ, USA.

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Schema learning avoids catastrophic interference by splitting new representations, especially with blocked training. Early blocked training improves schema acquisition more than later blocked training.

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Area of Science:

  • Cognitive psychology
  • Computational neuroscience
  • Machine learning

Background:

  • Humans utilize mental schemas to understand event sequences.
  • Schema acquisition faces challenges due to catastrophic interference with existing knowledge.
  • Interleaved training and representational splitting are proposed solutions.

Purpose of the Study:

  • Compare "splitting" and "non-splitting" models of schema learning.
  • Investigate the impact of training curricula (blocked vs. interleaved) on schema acquisition.
  • Determine if representational splitting prevents interference under blocked training.

Main Methods:

  • Conducted semi-naturalistic experiments.
  • Developed and simulated Bayesian and neural network models.
  • Compared learning performance under blocked and interleaved training curricula.

Main Results:

  • Blocked training curricula yielded better performance than interleaved curricula.
  • A Bayesian model incorporating representational splitting explained these findings.
  • Early insertion of blocked training was more beneficial than later insertion.

Conclusions:

  • Representational splitting in response to prediction errors aids schema learning.
  • Training curricula significantly influence schema composition and learning efficiency.
  • The timing of blocked training impacts overall learning performance.