Evaluate schema theory.

Refer to the paper 1 section B assessment criteria when awarding marks.

The command term “evaluate” requires candidates to make an appraisal by weighing up the strengths and limitations of schema theory. Although a discussion of both strengths and limitations is required, it does not have to be evenly balanced to gain high marks.

Research may include, but is not limited to:
• Bartlett’s (1932) seminal study “War of the Ghosts”
• Loftus and Palmer (1974) on schema processing as a consequence of leading questions
• Anderson and Pichert’s (1978) study on the effect of schema processing on memory encoding and retrieval
• Wynn and Logie’s (1998) study using real-life experiences in schema processing
• Brewer and Treyen’s (1981) “office schema” study
• Piaget’s studies on the reorganization of schema during child development
• studies on gender schemas (for example, Martin et al., 1995; Bee, 1999).

Evaluation of the theory may include, but is not limited to:
• the degree of empirical support
• methodological considerations of research used to support the theory
• application to real life (for example, eye witness testimony, stereotypes)
• predictive value (for example, in research studies on stereotyping)
• if the theory has relevance for understanding cognition and/or behaviour (for example, gender or cultural roles)
• Cohen’s (1993) criticism of schema theory regarding the vagueness of the concept.

If a candidate addresses only strengths or only limitations, the response should be awarded up to a maximum of [5] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization. Up to full marks may be awarded for criterion A, knowledge and comprehension.