Commentary: Effect of Prediction Activities, Prior Knowledge, and Text Type upon Amount Comprehended: Using Rauding Theory to Critique Schema Theory Research

1992 ◽  
Vol 27 (2) ◽  
pp. 164 ◽  
Author(s):  
Ronald P. Carver
Keyword(s):  
Prior Knowledge ◽  
Schema Theory ◽  
Text Type ◽  
Theory Research ◽  
Rauding Theory

A cognitive approach to characterization: Katherina in Shakespeare’s The Taming of the Shrew

2000 ◽  
Vol 9 (4) ◽  
pp. 291-316 ◽  
Author(s):  
Jonathan Culpeper
Keyword(s):  
Social Cognition ◽  
Prior Knowledge ◽  
Impression Formation ◽  
Real Life ◽  
Schema Theory ◽  
Cognitive Approach ◽  
Textual Evidence ◽  
Cognitive Theories

In this article, I argue that literary characterization can be fruitfully approached by drawing upon theories developed within social cognition to explain the perception of real-life people. I demonstrate how this approach can explain the construction of Katherina, the protagonist in Shakespeare’s The Taming of the Shrew. Specifically, I introduce notions from cognitive theories of knowledge (especially schema theory), and impression formation. Using these, I describe (1) the role of prior knowledge in forming an impression of a character, and (2) how various types of impression are formed. Prior to my analysis of Katherina, I outline the kind of shrew schema the Elizabethans might have had knowledge of. Then, in my analysis I argue that the textual evidence in the first part of the play is largely consistent with this schema, and thus Katherina at this stage is largely a schema-based character. However, I show that as the play progresses a number of changes create the conditions for a more complex and personalized character. As a consequence of this analysis, I claim that Katherina is not, as some critics have argued, simply a shrew, or an inconsistent character, or a typical character of a farce.

scholarly journals Measuring the Effect of Cognitive and Metacognitive Questioning Strategies on EFL Learners’ Reading Comprehension in Understanding, Critical Thinking and the Quality of Schema at the University of Hail-KSA

2019 ◽  
Vol 9 (5) ◽  
pp. 12
Author(s):  
Lina A. Salameh ◽  
Zakaria A. Salameh ◽  
Aida H. Al-Emami
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Prior Knowledge ◽  
Schema Theory ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Questioning Strategies ◽  
Before And After ◽  
The University

It was found out that the cognitive and the metacognitive strategies which enable students to use their prior knowledge or schemata increase the level of students’ engagement in the learning process and thus stimulate their critical thinking and a greater awareness of other perspectives in reading. Therefore, this study which is based on the main principles of the schema theory aims at training EFL learners at the University of Hail on making connections between their prior knowledge and the reading text to improve students’ understanding, critical thinking, and the quality of schema. Five questioning strategies were incorporated to make training more effective: KWL, questioning the author, self-questioning, guided questions, and making connections strategy such as self-to text connections, text-to text connections and text to world connections. The sample of the study consists of two groups: experimental and control. A schema-based test was designed to measure the students’ achievement before and after the experiment. The results then were analyzed by t-test. It was found out that the type of instruction that students receive affects reading comprehension. And thus, teaching students to use cognitive and metacognitive strategies enables effective reading comprehension.

scholarly journals A Study on Schema Theory-based Listening Teaching Mode for English Majors

2016 ◽  
Vol 6 (4) ◽  
pp. 207 ◽  
Author(s):  
Xiaoli Bao
Keyword(s):  
Significant Influence ◽  
Listening Comprehension ◽  
Schema Theory ◽  
Teaching Mode ◽  
Research Results ◽  
Scheme Theory ◽  
English Majors ◽  
Comprehension Ability ◽  
Theory Research ◽  
Different Levels

<p>Based on scheme theory, this article aims to investigate the listening teaching mode for English majors under the direction of scheme theory. Research results show that listening teaching which focuses on background knowledge can effectively enhance students’ listening comprehension ability. Scheme-based listening teaching has a significant influence on the performance of different levels of English majors.</p>

How Sexual Objectification Generates Dehumanization in Western and Eastern Cultures

2018 ◽  
Vol 77 (2) ◽  
pp. 69-82 ◽  
Author(s):  
Robin Wollast ◽  
Elisa Puvia ◽  
Philippe Bernard ◽  
Passagorn Tevichapong ◽  
Olivier Klein
Keyword(s):  
Social Perception ◽  
Past Research ◽  
Objectification Theory ◽  
Southeast Asian ◽  
Sexual Objectification ◽  
Intense Pain ◽  
Eastern Cultures ◽  
Theory Research ◽  
Self Objectification ◽  
Asian Sample

Abstract. Ever since Fredrickson and Roberts (1997) proposed objectification theory, research on self-objectification and – by extension – other-objectification has experienced a considerable expansion. However, most of the studies on sexual objectification have been conducted solely in Western populations. This study investigates whether the effect of target sexualization on social perception differs as a function of culture (Western vs. Eastern). Specifically, we asked a Western sample (Belgian, N = 62) and a Southeast Asian sample (Thai, N = 98) to rate sexualized versus nonsexualized targets. We found that sexual objectification results in dehumanization in both Western (Belgium) and Eastern (Thailand) cultures. Specifically, participants from both countries attributed less competence and less agency to sexualized than to nonsexualized targets, and they reported that they would administer more intense pain to sexualized than to nonsexualized targets. Thus, building on past research, this study suggests that the effect of target sexualization on dehumanization is a more general rather than a culture-specific phenomenon.

A View of Schema Theory

1997 ◽  
Vol 42 (2) ◽  
pp. 158-159
Author(s):  
Wayne D. Gray
Keyword(s):  
Schema Theory
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