4.1
Impact of Schemas
Schemas influence three basic processes of social cognition—attention, encoding, and retrieval.
Schemas influence attention by acting as mental filters that help individuals focus on information consistent with their existing expectations. For instance, a teacher instantly notices a student whispering during a test because it violates the expected classroom behavior.
Cognitive load is the mental effort of learning or problem-solving, which strains working memory and leads people to rely on schemas for efficient information processing.
Likewise, during encoding, information that draws attention is more likely stored in long-term memory.
Schema-consistent details, like singing and clapping on a birthday, are easily encoded, while inconsistent ones—like juggling—are stored separately and marked as unusual.
For example, a professor performing magic tricks in class may be easily remembered because it violates expectations.
Lastly, during retrieval, individuals more readily recall schema-consistent information but may remember inconsistent details equally well.
When memory is tested using methods that reduce reporting bias or require active recall, individuals often show stronger memory for schema-incongruent information.
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 Load
During initial attention, schemas function as filters that prioritize schema-consistent information, enabling efficient information processing. This effect becomes more pronounced under high cognitive load when mental resources are strained. By streamlining attention toward expected stimuli, schemas reduce processing demands. However, they may also lead to the neglect of novel or inconsistent information that does not align with existing frameworks.
Encoding and Memory Storage
Encoding into long-term memory is heavily influenced by schemas. Information that aligns with preexisting mental structures is more readily encoded due to its compatibility. Nonetheless, highly inconsistent or surprising information—such as a professor performing magic tricks in class—can also be encoded due to its salience. Such information is often tagged with distinctiveness, which enhances its memorability despite its schema violation.
Retrieval and Memory Accuracy
Schema dynamics also shape memory retrieval. People generally report schema-consistent information more readily, a phenomenon potentially driven by response bias, where individuals recall what they expect rather than what actually occurred. However, recall tasks, which require the generation of information rather than mere recognition, often reveal better accuracy for schema-inconsistent details. This dual influence suggests that both congruent and incongruent information are robustly represented in memory, though retrieval efficacy may vary depending on the task format.
Schemas play a critical role in social cognition by directing attention, guiding memory encoding, and influencing retrieval, ultimately shaping how social information is processed and remembered.
Schemas influence three basic processes of social cognition—attention, encoding, and retrieval.
Schemas influence attention by acting as mental filters that help individuals focus on information consistent with their existing expectations. For instance, a teacher instantly notices a student whispering during a test because it violates the expected classroom behavior.
Cognitive load is the mental effort of learning or problem-solving, which strains working memory and leads people to rely on schemas for efficient information processing.
Likewise, during encoding, information that draws attention is more likely stored in long-term memory.
Schema-consistent details, like singing and clapping on a birthday, are easily encoded, while inconsistent ones—like juggling—are stored separately and marked as unusual.
For example, a professor performing magic tricks in class may be easily remembered because it violates expectations.
Lastly, during retrieval, individuals more readily recall schema-consistent information but may remember inconsistent details equally well.
When memory is tested using methods that reduce reporting bias or require active recall, individuals often show stronger memory for schema-incongruent information.
From Chapter 4:
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