Schemas are major knowledge structures influencing the way people
acquire and store information. Sandra Marshall explores a new
theory of schema development and studies the applicability of the
theory as a unified basis for understanding learning, instruction,
and assessment. The theory's prescriptions for teaching are direct,
and its application to assessment suggests new directions for
tests. After examining the roots of the theory in earlier work by
philosophers and psychologists, the author illustrates the main
features of her theory with experimental evidence from students who
are learning to recognize and solve arithmetic story problems. She
describes individual performance with traditional empirical studies
as well as computer simulation. The computer simulation reflects a
new approach in modeling cognition. Marshall's model links neural
networks with symbolic systems to form a hybrid model that uses
pattern matching of sets of features as well as logical
step-by-step rules. Educational researchers and psychologists as
well as curriculum developers will be interested in the new
approaches of this work.
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