Explain schema theory as a framework for understanding cognitive processes. Use research on memory encoding, retrieval or reconstructive memory to show how prior knowledge can shape cognition.
Evaluate schema theory.
Refer to the paper 1 section B assessment criteria when awarding marks.
The command term "evaluate" requires candidates to make an appraisal by weighing up the strengths and limitations of schema theory. Although a discussion of both strengths and limitations is required, it does not have to be evenly balanced to gain high marks.
Research may include, but is not limited to:
- Loftus and Palmer (1974) on schema processing as a consequence of leading questions
- Anderson and Pichert's (1978) study on the effect of schema processing on memory encoding and retrieval
- Wynn and Logie's (1998) study using real-life experiences in schema processing
- Brewer and Treyen's (1981) "office schema" study
- Piaget's studies on the reorganization of schema during child development
- studies on gender schemas (for example, Martin et al., 1995;
Bee, 1999)
- Bartlett's (1932) seminal study ("War of the Ghosts").
Evaluation of the theory may include, but is not limited to:
- the degree of empirical support
- biological support for the theory
- methodological considerations of research used to support the theory
- application to real life (for example, eye witness testimony, CBT)
- if the theory has practical relevance for understanding cognition and/or behaviour (for example, gender or cultural roles)
- Cohen's (1993) criticism of schema theory.
If a candidate addresses only strengths or only limitations, the response should be awarded up to a maximum of [ 5 marks] for criterion B, critical thinking, and up to a maximum of [2 marks] for criterion C, organization. Up to full marks may be awarded for criterion A, knowledge and comprehension.