Schema

Through the process of cognitive development, we accumulate a lot of knowledge and this knowledge is stored in the form of schemas, which are knowledge representations that include information about a person, group, or situation. Because they represent our past experience, and because past experience is useful for prediction, our schemas influence our expectations about future events and people.

When a schema is activated it brings to mind other related information. This process is usually unconscious, or happens outside of our awareness. Through schema activation, judgments are formed based on internal assumptions (bias) in addition to information actually available in the environment. When a schema is more accessible it can be activated more quickly and used in a particular situation. For example, if there is one female in a group of seven males, female gender schemas may be more accessible and influence the group’s thinking and behavior toward the female group member. Watching a scary movie late at night might increase the accessibility of frightening schemas, increasing the likelihood that a person will perceive shadows and background noises as potential threats.

Once they have developed, schemas influence our subsequent learning, such that the new people and situations we encounter are interpreted and understood in terms of our existing knowledge (Piaget & Inhelder, 1962; Taylor & Crocker, 1981). When existing schemas change on the basis of new information, we call the process accommodation. In other cases, however, we engage in assimilation, a process in which our existing knowledge influences new conflicting information to better fit with our existing knowledge, thus reduces the likelihood of schema change. You may remember these concepts from Chapter 4 when we learned about Piaget’s theory of cognitive development.

Psychologists have become increasingly interested in the influence of culture on social cognition and schemas. Although people of all cultures use schemas to understand the world, the content of our schemas has been found to differ for individuals based on their cultural upbringing. For example, one study interviewed a Scottish settler and a Bantu herdsman from Swaziland and compared their schemas about cattle. Because cattle are essential to the lifestyle of the Bantu people, the Bantu herdsman’s schemas for cattle were far more extensive than the schemas of the Scottish settler. The Bantu herdsmen was able to distinguish his cattle from dozens of others, while the Scottish settler was not.

One outcome of assimilation that shapes our schema is confirmation bias, the tendency for people to seek out and favor information that confirms their expectations and beliefs, which in turn can further help to explain the often, self-fulfilling nature of our schemas. The confirmation bias has been shown to occur in many contexts and groups, although there is some evidence of cultural differences in its extent and prevalence. Kastenmuller and colleagues (2010), for instance, found that the bias was stronger among people with individualist (e.g., the United States, Canada, and Australia) versus collectivist (e.g., Japan, China, Taiwan, Korea, India among others) cultural backgrounds. The researchers argued that this partly stemmed from collectivist cultures putting greater importance in being self-critical, which is less compatible with seeking out confirming as opposed to disconfirming evidence.

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Culture and Psychology by L D Worthy; T Lavigne; and F Romero is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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