INFORMATION PROCESSING

SCHEMA/SCRIPTS

SCHEMA - SCHEMA - DEFINITIONDEFINITION

1) Abstract Or Generic Knowledge Structure

2) Stored In Memory 3) That Specify The

Defining Features and Relevant Attitudes

4) In Some Stimulus Domain

5) And Interrelationships Among The Attributes

SCHEMA ARE USEFUL IN

THAT THEY: Help structure, organize,

interpret new information Help in encoding,

storage, and recall Decrease cognitive

effort (save cognitive time and energy)

Interpretative and inferential functions

• People’s understanding of the psychology of typical or specific individuals,

• composed of traits and goals,

• helps them to categorize others,

• and to remember schema-relevant behavior.

• PERSON-IN-SITUATION SCHEMA: highly rich in detail and available to for recallPERSON

SCHEMA:

SELF-SCHEMA:

• General information about one’s own psychology makes up a complex,

• easily accessible,• verbal self-concept • that guide information

processing about the self.

SELF-SELF-SCHEMASCHEMA: :

Cont.Cont.

• Our schema for self: • More familiar, affective, robust, complex, verbal self-portrait.

• Our schema for others • are less familiar,

• less accessible in memory, • less affective, simpler,

• and more likely to be stored in image form.

ROLE-SCHEMA:

• Intergroup perception and stereotyping are affected by role schemas

• that describe the appropriate norms and behavior for broad social categories, based on age, race, sex, and occupation.

EVENT SCHEMA:

• People’s prior knowledge of the typical sequence of events on standard social occasions

• helps them to understand ambiguous information,

• to remember relevant information,

• and to infer consistent information where it is missing.

Empirical Script Norms

at Three Agreement

Levels

L E A V E

p ay

w atch b ag b oy

W rite /fin ish C h eck

b eg in w rit in g h eck

w atch reg is te r

g e t ou t ch eckb ook

sp eak to c le rk

U N L O A D C A R T

look a t m ag az in es

fin d sh ortes t lin e

C on su m er S c rip t

leave

say " th an k you /p a rt in g s ta tem en t

take rece ip t

P A Y

w rite ch eck

ac t sh ocked a t to ta l

g ive in s tru c tion s to b ag b oy

w atch b ag b oy

com p la in to ch ecker

g ive cou p on s

w atch reg is te r

en g ag e ch ecker in sm a ll ta lk

M A K E R E Q U E S T/A S K Q U E S TIO N

g ree t ch ecker

U N L O A D C A R T

leave lin e fo r fo rg o tten item s

look a t m ag az in es

S E L E C T L IN E

C ash ie r S c rip t

L E A V E

g et ou t keys

p ick u p g o roc

say " th an k you "/ p a rt in g s ta tem en t

g e t rece ip t

rece ive ch an g e

P A Y

w rite ch eck

G O T O U T W A L L E N T O R C H E C K B O O K

S P E A K TO C L E R K

W A TC H R E G IS TE R

w atch c le rk

U N L O A D /S E T D O W N G R O C .

g e t p ocke tb ook from ca rt

m ove ah ead o f ca rt

look a t m ag az in es

p u sh ca rt ah ead

s ta re ah ead

w atch o th ers in lin e

look a rou n d s to re a rea

S E L E C T L IN E

O b serva tion S c rip t

G rocery C h eckou t S c rip tDark Blue: Over 50% agreement

Light Blue: 36-50% agreement

Green: 20-35% agreement

THEORY OF MINDFULNESS-MINDLESSNESS

• ASSUMPTIONS:– (1) Similar actions can be

accompanied by vastly differing cognitive activities

– (2) Much that appears to be thoughtful, conscious, and intentional is in fact mindless

Mindlessness Mindlessness DefinitionDefinition

• “A state of reduced mental activity in which individuals process cues in a relatively automatic manner, without attending to novel aspects of those cues.”

– (Fisk, Taylor, Crocker)

WHEN ARE WE

MINDFUL

(1) More Effort is demanded than originally imagined.

(2) External factors disrupt instantiation of scripts.

(3) External factors prevent completing of behavior.

(4) When Negative or Positive outcomes are sufficiently discrepant.

THE INITIAL INTERACTION SCRIPTTHE INITIAL INTERACTION SCRIPT

• *GREETING• *INTRODUCTION

• Health• Present Situation

• Reason for Presence• Weather

• *CAPITAL LETTERS = over 65% of respondents stated action

– CAPITAL LETTERS = 50-65% of respondents stated action

– Underlined = 35-50% of respondents stated action

– Typed = 20-35% of respondents stated action

– Based on research by Kathy Kellermann & Scott Broetzmann

INITIATION PHASE

• Where Live• HOMETOWN

• PERSONS KNOW IN COMMON

• What do you do?

• Education• Occupation

• Social Relations• Compliments

• Interests• Family• Sports

MAINTENANCE PHASE

• Discuss Near Future Meeting

• Evaluation of Encounter

• Plan Future Meeting

• Positive Evaluation of Person

• Until Later• Reason for

Terminating• GOOD-BYES

TERMINATION PHASE