ERIC Number: ED252840
Record Type: RIE
Publication Date: 1984-Nov
Reference Count: 0
Theoretical Foundation and Practical Application of a Schematic Approach to College Learning.
Charry, Myrna; Morton, Elaine
To help students organize and integrate new information with past knowledge, college reading teachers can offer students cognitive schemata that sort information into general and specific concepts. Without this ability, students will be unable to comprehend, analyze, synthesize, interpret, or transfer information. In addition, they will be unable to structure ideas hierarchically or process information for effective retrieval. Composition teachers also find that the students' ability to distinguish between general and specific ideas is important. In writing classes, students must differentiate between opinions and facts, and they often have the more complex task of selecting appropriate facts, eliminating irrelevant details, relating ideas, and sequencing them in a logical order. If students are unable to perceive how their ideas are related, they cannot structure them in an organized manner. The ability to discriminate between general and specific ideas is also essential to students who deliver speeches or who participate in debates. If cogent facts are not presented, the speech is ineffective. Studies show that the ability to remember information is also related to the ability to grasp how ideas are connected. Students who remember best are those who can recall the structure of ideas. Thus, the ability to distinguish between general and specific concepts is fundamental to clear thinking, and its importance cannot be overemphasized. (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the New York State Reading Association (18th, Kiamesha Lake, NY, November 6-11, 1984).