AN EXPLORATION OF THE QUANTITATIVE SIMULATION OF SCHEMA FORMATION - A CASE OF EARLY CHILDHOOD CHINESE LITERACY LEARNING

Chien-Heng Lin

Abstract


A schema is an intrinsic cognitive structure that helps an individual to organize all the messages absorbed and form a knowledge structure, which functions in helping one to learn and comprehend new things. Most studies of schemas have focused on schema-based teaching and explored learning outcomes, but few studies have discussed the development and construction of such schemas. This study centers on the issue of young children learning Chinese characters, explores the formation process of a schema, and attempts to quantify the establishment of a schema in an innovative research design. This study adopts an experimental approach with the process of intervention teaching, and makes comparisons between the pre-test and post-test to measure learning effectiveness. The results of this study verify that the schema theory does not exist only as an abstract concept, but also as one which can be recorded and described quantitatively. The result also indicates the number of teaching times and the accumulation of learning experience that are required in the establishment of a schema for young children learning Chinese characters. This study proves again that the schema theory has a positive impact on learning effectiveness.

 

Article visualizations:

Hit counter

DOI

Keywords


schema formation; schema measurement; establish schema; Chinese literacy learning

Full Text:

PDF

References


An, S. (2013). Schema Theory in Reading. Theory and Practice in Language Studies, 3(1), 130-134.

Afflerbach, P. (1990) The influence of prior knowledge and text genre on readers' prediction strategies, Journal of Reading Behavior, 22(2), 131-148.

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension: Champaign, Ill.: University of Illinois at Urbana- Champaign, Center for the Study of Reading. Cambridge, Mass. : Bolt Beranek and Newman, Inc.

Barlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. London: New Psychological Linguistics.

Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory ESL reading pedagogy. TESOL Quarterly, 17(4), 553-573.

Carrell, P. (1984) Evidence of a formal schema in second language comprehension, Language Learning, 34(2), 87-112.

Carrell, P. L.（1988). Interactive text processing: implications for ESL/ second language reading classrooms. In P. L. Carrell, J. D. Devine & D. E. Eskey（Eds.）, Interactive approaches to second language reading （pp.239-259）. Cambridge: Cambridge University Press.

Carver, R. P. (1992). Effect of prediction activities, prior knowledge, and text type upon amount comprehended: Using raiding theory to critique schema theory research. Reading Research Quarterly, 27(2), 164-174.

Chi, M., Glaser, R., & Rees, E. (1982). Expertise in problem solving. Hillsdale, NJ: Erlbaum.

Efklides, A. (2008). Metacognition: defining its facets and levels of functioning in relation to self- and co-regulation. European Psychologist, 13, 277-287.

Faris, K. and Smeltz, L. R. (1997). Schema theory compared to text-centered theory as an explanation for the reader’s understanding of a business message, Journal of Business Communication, 1, pp. 7-26.

Fiske, S., & Linville, P. (1980). What does the schema concept buy us? Personality and Social Psychology Bulletin, 6(4), 543-557.

Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 3, 375-406.

Hill, J. M. (2012) An analysis of schema-based instruction as an effective math intervention for middle school students diagnosed with emotional behavioral disorders or identified as at-risk in Texas. (Doctoral dissertation, Texas Tech University).

Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students’ mathematical problem solving. Journal of Educational Psychology, 99(1), 115-127.

Jitendra, A.K., Star, J.R., Rodriguez, M., Lindell, M., & Someki, F. (2011) Improving students’ proportional thinking using schema-based instruction. Learning and Instruction, 21(6), 731-745..

Jitendra, A., Star, J., Dupuis, D., & Rodriguez, M. (2013). Effectiveness of schema-based instruction for improving seventh-grade students’ proportional reasoning: A randomized experiment. Journal of Research on Educational Effectiveness, 6(2), 114- 136.

Kalyuga, S. (2009). Knowledge elaboration: A cognitive load perspective. Learning and Instruction, 19(5), 402-410. doi: http://dx.doi.org/10.1016/j.learninstruc.2009.02.003

Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985). Why are some problems hard? Evidence from Tower of Hanoi. Cognitive Psychology, 17, 248-294.

Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84, 405-412.

McVee, M. B., Dunsmore, K., & Gavelek, J. R. (2005). Schema theory revisited. Review of Educational Research, 75(4), 531-566.

Reynolds, R.E., Taylor, M., Steffensen, M.S., Shirey, L.L., & Anderson, R.C. (1981). Cultural schemata and reading comprehension (Technical Report No. 201). Urbana, IL: University of Illinois, Center for the Study of Reading.

Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In B. C. B. a. W. F. In R.J. Spiro & B. (eds.) (Eds.), Theoretical Issues in Reading Comprehension. Hillsdale. NJ: Erlbaum.

Sadoski, M., Paivio, A., & Goetz, E. T. (1991). A critique of schema theory in reading and a dual coding theory alternative. Reading Research Quarterly, 26(4), 463-484.

Shen, Y. (2008). An exploration of schema theory in intensive reading. English Language Teaching, 2, 104-107.

Shiffrin, R., & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190.

Smith, E. E. & Swinney, D. A. (1992). The role of schema in reading text: a real-time examination, Discourse Processes, 3, pp. 303-316.

Stevens, K. C. (1980). The effect of background knowledge on the reading comprehension of the ninth graders. Journal of Reading Behavior, 2, 151-154.

Sweller, J., Van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10, 251-285.

Tierey, R., & Shanahan, T. (1991). Research on the reading-writing relationship: Interactions, transactions, and outcomes. In M. K. In R. Barr, P. Mosenthal, & P. D. Pearson(Eds.), Handbook of reading research (Vol. 2, pp. 246-280). (Ed.). New York: Longman.

Van Oostendorp, H. (1991) Inferences and integrations made by readers of script-based texts, Journal of Research in Reading, 14(1), 3-20.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2036

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Chien-Heng Lin

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).