A schema is an essential aspect in the human brain that binds all the pieces of information in the human brain together. It is used to recognize new knowledge and experiences whenever an individual learns further information from the environment. It influences the level of perception, encoding and memory recall. When it comes to perception and attention, one has to include scheme because the two aspects for human development are inseparable and they provide an approach for better understanding of the environment and mental concepts. Schema helps people n recognizing and developing and developing complex and simple ideas. In its simplest form, people understand several things such as animals, friends and any other thing that is in the environment as well as repetitive occasions. This paper analyzes the relationship between perception, attention, and schema as well as exploring the effects of memories in processing information.
Perception is an essential aspect in forming schema because it is the process through which people select, organize and interpret information (Rumelhart, 2017). By performing these functions, perception acts as a subsection of the schema because it fulfills some duties expected to bind and interpret all information in human behavior. Whenever people in an environment, they receive different stimuli, and human and brain have to undergo a perception process. Information goes through the perceptional filters, and they are then organized into existing structures and patterns, and they are then interpreted based on previous experience by an individual. People respond differently into different objects or occasions, and perception process determines an individual’s ability to make meaning from what they observe.
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The successfully developed schema should be able to select one of the information to be processed deeply. Attention refers to a situation where people have to engage in the selective processing of data. Cognitive psychology suggests that people need to select the information received from the environment and process particular information more than the others (Brown, 2017). Based on biased competition theory, there is an indication that signals compete for the information that should be processed first. For the brain to select the kind of data to be processed there is a need for ensuring that there are mechanisms for choosing the type of information to be handled.
Episodic memory plays an essential role in ensuring that there is useful information processing in the brain (Brown, 2017). Successful handling of information calls for a need of ensuring that an individual can recall and be attentive to the stimuli. Episodic memory becomes vital at this stage because it enables people to recall and remember past events. For example, people recall simple incidences such as the meal one ate last night, critical public affairs, and other essential events such as old schoolmate. A strong episodic memory means that a person can remember previous events and recall the geographical locations of the action. An episodic memory means that a person can make the right judgment because the persons perceive him or herself as an actor in the activities. Recalling information depends on the emotional feelings that emerge after experiencing an event, and this determines the ability of a person to remember such actions.
Semantic memory acts as a reference point when processing information because it stores all information that is accumulated repeatedly through an experience of the real world situation. Semantic memory plays a critical role in installing information that people experience from the world. It determines the kind of information that people have, and it is essential in analyzing and processing new information. For example, semantic memory stores information such as the meaning of words, social customs, and functioning of things. Semantic memory also contains rules and concepts required that gives an individual an opportunity for constructing a mental perception of the world without any intermediate judgments.
The autobiographical information contains information about one’s self and personal experiences (Brown, 2017). Successful information processing requires an individual to make judgments, and this process depends on the extent to which an individual controls emotions. Emotional information involves factors that describe a person such as facts about your life and individual’s experience. Processing information requires an individual to remember special occasions that occurred during an activity including specific details of that event. The extent to which a persona recalls this content depends on the kind of emotions that occurs when a person comes across an activity. Information processing should also involve decision-making process, and autobiography memory becomes useful in this stage. It contains information describing the activities that a person likes or dislikes thus creating an opportunity for making the right choice.
In conclusion, perception, schema, and attention are inseparable, and they lay an essential role in determining information processing information which depends on the application of autobiographical, semantic, and episodic memories. A schema is a process by which the human brain select, organize and process expected information. Attentiveness plays an essential role in selecting the knowledge that they have to handle because the brain receives several stimuli from the environment. Episodic memory contributes to successful processing of information because it creates an opportunity for an individual to recall previous events and the context in they occurred. Semantic memory stores information acquired by an individual based on experiences such as the meaning of words and it is essential because it enables a person to evaluate current events. Autobiographical memories are essential because they store information related to personal behaviors.
References
Brown, A. L. (2017). Development, schooling, and the acquisition of knowledge about knowledge: Comments on Chapter 7 by Nelson. In Schooling and the acquisition of knowledge (pp. 241-253). Routledge.
Rumelhart, D. E. (2017). Schemata: The building blocks of cognition. In Theoretical issues in reading comprehension (pp. 33-58). Routledge.
