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Schema Learning Theory: An Approach to Perceptual Learning

to the above approaches by extending the concept of psychological distance to stimulus properties. Finally, this paper will make some concluding remarks concerning the utility of schema learning research applied to perceptual learning, and culture-free measures of learning ability. The emphasis of this paper is upon current research identifying future trends which appear in the literature. The basic idea of the schema was first introduced by Bartlett (1932) in accounting for changes in memory over time as tending to be more approximate to the familiar. Bartlett viewed experience as being mediated in some form by the effects of organization derived from the experience which acts to organize further experiences. Woodworth (1938) refined and clarified this concept of schema when he noted that configurations of new experiences are remembered in terms of a schema with the addition of a correction factor. People tend to classify new stimulus objects in the environment into general classes and then specify the exception or correction of the object in relation to that classificatory schema. Attneave (1957) concluded from the work of Woodworth that this represented a view of schema as consisting, "at least in part of some representation of the central tendency or communality of the class of objects in question" (p. 454).