Schema theory

This article is about Scheme theory, a theory of learning. For scheme theory in mathematics, see Scheme (methematics)

Scheme theory is a theory of learning associated with cognitivism and constructivism. Frequently employed by educationalists and practitioners within psychology, it seeks to describe the basic mental processes whereby learning, defined as a reconfiguration of mental schemata, occurs.

Scheme theorists broadly agree to five interconnected steps within the theory.

1. Assimilation. When a person is accustomed under the force of imminent viability to one successful way of knowing and doing or approaching a familiar object, they can be said to have been assimilated to the same. This assimilation comprises the base of a pattern, or scheme. However, once a person is assimilated to one successful way of approaching a familiar object--once they have a particular scheme set in place--it is inevitable that they will encounter prior un-encountered objects.
2. Error'. The person will approach prior un-encountered objects with their prior formed scheme--their prior learned assimilated pattern of knowing or doing or approaching. The person will seek to react to prior un-encountered objects by calling up a prior formed scheme, but will not always do so successfully unless the scheme he or she is approaching the un-encountered object with is similar enough to an antecedent object he or she is familiar with. When it is not, it is inevitable that error occurs.
3. Perturbation. Error, while seeking to successfully know or do or approach a prior un-encountered object with a prior scheme, inevitably brings perturbation. The person "fails" and experiences pain. Yet, because of perceived imminent viability, the pain is apt to be a motivational pain. The person is likely to "try again."
4. Accommodation. Perturbation leads to accommodation. The person "adjusts" or "changes" their scheme, their way of knowing or doing or approaching an object. This is where "learning" is said to occur.
5. Equilibrium. Once learning (accommodation) has occurred, a person reaches equilibrium in relation to the prior un-encountered object. Success and the resolution of perturbation fuel the refreshed equilibrium. Having experienced this equilibrium, a person can now successfully and quite comfortably know and do or approach what was a prior un-encountered object within his or her environ.