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Robinson et al., (2015)

Robinson et al., (2015). Task: You will now go into my office, one at a time, and collect a textbook, from my desk. You will then return to the classroom and wait until everyone has collected a textbook, before I explain the next task. Robinson et al., (2015).

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Robinson et al., (2015)

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  1. Robinson et al., (2015) • Task: You will now go into my office, one at a time, and collect a textbook, from my desk. You will then return to the classroom and wait until everyone has collected a textbook, before I explain the next task.

  2. Robinson et al., (2015) • Task: In groups, you now have 5 minutes to draw my office, as a accurately as possible. 5 Minutes

  3. The Results • Task: Let’s see how accurate you were. How many items did you correctly draw, from the picture below.

  4. I predict that… • I predict that no one will remember the shampoo or frying pan…

  5. What is a Schema? • Schemas are like filing cabinets, as they organise and contain information. Your mind Each file in the cabinet is a schema You have millions of these files (schemas) in your mind. For example…

  6. Restaurant Schema • Question: What do you think will happen if you go to a posh restaurant? How might you use a schema? • Your schema will tell you…

  7. Restaurant Schema • Question: Is your schema for this restaurant the same…

  8. What is a Schema? • Schemas are ways we organize and store thoughts and information in our minds which are about ourselves and our world around us. • When we take in information we often link it with information we already know. • Question: WHY do we have schemas?

  9. Why do we have Schemas? • They help us organise informationin our mind. • Allow us to take short cuts (process information quickly) when dealing with huge amounts of information. • However, schemas distort our memory and how we interpret things…

  10. ‘Time’ to Pay Attention

  11. ‘Time’ to Pay Attention • Task: You have 1 minute to memorise, IN DETAIL, the picture below.

  12. ‘Time’ to Draw • Task: You now have 2 minutes to draw, as accurately as possible, the picture of the clock you just saw. 0:03 0:04 0:05 0:06 0:07 0:08 0:09 0:10 0:11 0:12 0:13 0:14 0:15 0:16 0:17 0:18 0:19 0:20 0:21 0:22 0:23 0:24 0:25 0:26 0:27 0:58 0:59 End 0:02 0:01 2:00 0:29 0:28 0:33 0:34 0:35 0:36 0:37 0:38 0:39 0:40 0:41 0:42 0:43 0:44 0:45 0:32 0:47 0:46 0:30 0:31 0:57 0:56 0:54 0:55 0:52 0:51 0:50 0:49 0:48 0:53 1:10 1:12 1:11 1:09 1:03 1:07 1:06 1:05 1:04 1:13 1:02 1:08 1:14 1:20 1:16 1:17 1:18 1:19 1:21 1:22 1:23 1:24 1:25 1:26 1:27 1:29 1:28 1:15 1:31 1:48 1:47 1:30 1:33 1:34 1:35 1:36 1:37 1:38 1:39 1:40 1:41 1:42 1:43 1:44 1:00 1:45 1:46 1:49 1:50 1:51 1:52 1:53 1:54 1:55 1:56 1:57 1:58 1:59 2:00 1:32 1:01

  13. ‘Time’ to Pay Attention • Task: Swap drawings and rate the drawing on a scale of 1-10 (1 – not very accurate, 10 – very acute).

  14. ‘Time’ to Pay Attention • Here is the original. How many of you drew the four correctly, as IIII rather than IV? • Question: If you did, why do you think you did this? This is an example of a ‘schema’…

  15. What do you see?

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