Long-term comprehension: Schema-based versus experiential and evaluative understanding

Aspects of understanding that predominate once a situation has been assigned a complete semantic representation, and that representation has been overlearned, are discussed. These aspects tend to be experiential, qualitative, and evaluative. It is argued that schema or frame theories are incapable i...

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Bibliographic Details
Published in:Poetics (Amsterdam) 1982-01, Vol.11 (1), p.77-86
Main Author: Spiro, Rand J.
Format: Article
Language:English
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Summary:Aspects of understanding that predominate once a situation has been assigned a complete semantic representation, and that representation has been overlearned, are discussed. These aspects tend to be experiential, qualitative, and evaluative. It is argued that schema or frame theories are incapable in principle of accounting for understanding activities in this mode. It is suggested that educational emphasis on the mechanical phase of comprehension with corresponding devaluation of experiential understanding could have adverse effects on the development of conceptual vitality, with a resultant retardation of creative thought.
ISSN:0304-422X
1872-7514
DOI:10.1016/0304-422X(82)90005-5