Scripts, Plans, Goals, and Understanding

Schank, Roger C.; Abelson, Robert P.

doi:10.4324/9780203781036

Cited by 579 publications

(590 citation statements)

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“…Scripts are prototypes for how events normally proceed (Schank and Abelson 1977). Schank and Abelson described four conceptualizations that establish a script: precondition (s), elements that depend on other elements (e.g., one must take the subway to go to the restaurant), location(s), and role (s).…”

Section: Rape Scriptsmentioning

confidence: 99%

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The Relationship between Rape Myths and Sexual Scripts: The Social Construction of Rape

2011

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Section: Rape Scriptsmentioning

confidence: 99%

“…These scripts structure our understanding of our own and others' experience (Schank and Abelson 1977). Rape myths may be part of a cognitive scheme that reflect the belief in a just world and facilitate sexual aggression (Bohner et al 2009).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Rape Myths and Sexual Scripts: The Social Construction of Rape

2011

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“…'everything' and 'context') are effective in increasing correct information (Geiselman et al, 1986;Boon & Noon, 1994;Milne & Bull, 2002;Davis, McMahon, & Greenwood, 2005), but there has been mixed results concerning the effectiveness of the two mnemonics based on the varied retrieval principle or schema theories (e.g. Schank & Abelson, 1977), (i.e. 'order' and 'perspective').…”

Section: The Cognitive Interview and The Effectiveness Of Its Four Mnmentioning

confidence: 99%

The Cognitive Interview for Use with Adults: An Empirical Test of an Alternative Mnemonic and of a Partial Protocol

Colomb

Ginet

2011

Applied Cognitive Psychology

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Research showed that the four Cognitive Interview (CI) mnemonics used individually are unequally effective. We propose to test (i) their benefit when used within the same free recall phase and (ii) an original instruction, 'guided peripheral focus' (GPF). In two studies, 84 and 42 students were interviewed with Structured Interviews (SI), CIs or CI variations about a film viewed 1 week before. Results indicated that (i) if a CI variation with the GPF instead of the 'perspective' elicits more correct information than an SI or a CI, variations replacing the 'perspective' or the 'order' and 'perspective' with control instruction(s) do not; (ii) a partial CI integrating the 'everything', 'context' and GPF increases correct information compared with an SI, whereas the CI does not. We will discuss in which extent these results demonstrate the effectiveness of the 'everything', 'context' and 'GPF' and a potential lack of benefit of the 'order' and 'perspective'.

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“…This kind of knowledge entities, disregarded their specific differences, have also been named schemata (e.g. Kant 1965Kant (1787Bartlett 1932;Piaget 1952;Kelly 1955) scripts (Schank and Abelson 1975) phenomenological primitives (diSessa 1993), and the like.…”

Section: Non-formal Concepts and Non-formal Referentsmentioning

confidence: 99%

On Discerning Critical Elements, Relationships and Shifts in Attaining Scientific Terms: The Challenge of Polysemy/Homonymy and Reference

Strömdahl

2011

Sci & Educ

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Words with well-known meaning in colloquial language often make up an educational challenge when introduced as terms with formal scientific meaning. New connections must be established between the word, already constrained by existing meaning and reference, and the intended formal scientific meaning and reference. A twodimensional semantic/semiotic analysing schema (acronym 2-D SAS) has been developed to clarify a given word/term in a structured mode both according to non-formal senses and referents and formal scientific meaning and referents. The schema is constructed on ideas from semantics, semiotics and history and philosophy of science. The approach is supposed to be a contribution to make a fine-gained analysis of the structure and dynamics of conceptual change. The role of referents and referent change in conceptual change is highlighted by analysing the character of the recurrent mix-up of the terms heat and temperature among students at different educational levels.

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Scripts, Plans, Goals, and Understanding

Cited by 579 publications

References 0 publications

The Relationship between Rape Myths and Sexual Scripts: The Social Construction of Rape

The Relationship between Rape Myths and Sexual Scripts: The Social Construction of Rape

The Cognitive Interview for Use with Adults: An Empirical Test of an Alternative Mnemonic and of a Partial Protocol

On Discerning Critical Elements, Relationships and Shifts in Attaining Scientific Terms: The Challenge of Polysemy/Homonymy and Reference

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