The Interplay of Knowledge and Abilities in the Processing of Text

Bibliographic Data

ID9616339
AuthorsBettina Davou (University of Ioannina, corresponding author), FITZ TAYLOR, FITZ J TAYLOR (University of London), Norman Worrall (University of London)
Year1991
Volume61
Issue3
Pages310-318
Publication date1991-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1991.tb00988.x
OpenAlexW2101648712
LanguageEN
Citations received2

S ummary . This study begins from a comparison of the information processing and the schema theories of learning, in an attempt to construct a more global explanation of cognitive processing. A comparison of a “schema” group of learners, that is, individuals with a well‐developed knowledge base about a particular topic, with a non‐schema group suggested that performance depends first on installing and drawing on the best available schema, and to the extent this is deficient only then defaulting to traditional “abilities”. This was seen as evidence for operation of a “cognitive compensation mechanism”. This mechanism permits the learner to minimise schema deficit by maximising the use of ability and to minimise ability deficit by maximising the use of schema. The findings are analysed with view to the educational benefits which could be derived by a model which provides a unifying explanation of cognitive processing and performance

Cognition · Cognitive psychology · Cognitive science · Information processing · Information retrieval · Schema (genetic algorithms) · Computer Science · Educational Strategies and Epistemologies · Intelligent Tutoring Systems and Adaptive Learning · Psychology

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