• English Language & Literature Teaching
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• v.10 no.1
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• pp.1-22
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• 2004

The primary purpose of this study is to investigate the applicability of content and formal schemata for processing the scientific texts which encompass the human knowledge of the physical world. In general, schema theory is based on the culture-oriented background of a text. From this point of view, the problem as to whether both content and formal schemata are applicable to the comprehension of a scientific text deserves a focal attention in terms of information processing modes. The results of empirical study indicate that whereas the universality of general knowledge content about the natural world attenuates the tenets of schema theory, the rhetorical organization of scientific texts encourages the application of the schema-based approach; the reader's familiarity with the structural patterns of a text facilitates his reading comprehension.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.81-100
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• 2009

The current study reported on the continuing relevance of the schema theory for reading as it relates to the field of teaching and SLA, whilst highlighting the inherent limitations affecting individual learners. A relevant study was conducted for this article focusing on the extent to which university teacher trainees of English Education are exposed to second language readings with an adherence towards utilizing prior knowledge and drawing upon schemata to support their comprehension. Results from quantitative and qualitative data measured and collected from two groups of university students respectively, indicated certain advantages to this strategy use in respect of increased understanding, familiarity, and comfort level in SL reading. However, those same results identified existing limitations associated with cultural bias, stereotyping and a tendency to focus on wrong information when activating said schemata. As such, the purpose of this study is to promote awareness of the schema theory as an effective strategy option whilst reinforcing a need to pay heed to the concerns associated with strict reliance upon such theory to aid reading skills. Further discussion of these issues and pedagogical implications has been provided along with both suggested considerations regarding teaching for EFL teachers and evaluators.

• Asia Marketing Journal
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• v.19 no.1
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• pp.1-17
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• 2017

Cause-related Marketing (CrM) has become an increasingly popular marketing approach over the past two decades. However, neither researchers nor organizations fully understand the determinants of a successful CrM partnership. This research fills this gap. Specifically, we employ the schema theory to explore circumstances in which the CrM alliance cannot achieve a success. We use a theoretical modeling approach to report that, when consumers' typicality-based cognitive process is assumed, the CrM activity with the partners' more-discrepant attribute profile cannot be evaluated favorably, but the attribute-level uncertainty about the CrM alliance is less likely to feedback to the two partners. Furthermore, we argue that, under the schema-plus-tag model, consumers may not like the CrM program with a similar attribute profile. Therefore, this CrM approach may fail. To our knowledge, we are the first to apply the schema theory to explain how a CrM alliance can achieve a success.

• Korean Journal of Child Studies
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• v.13 no.2
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• pp.65-81
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• 1992

The purpose of this study was to investigate children's conceptions about gender and the relation between gender conceptions and preference for gender related tasks. 130 children were interviewed about gender and gender related tasks. Data were analyzed with the component model of gender schema. Results indicated that children's gender schema in the attitudes domain was significantly different with age in all components but not different with sex. The gender schema in the knowledge domain was significantly different with age in within component and between component links, and with sex in the gender label-component and within component links. The difference between the gender inhibitory score and gender facilitative score was significantly different with age, sex, and children's gender schema. The findings that gender schema influenced the children's preferences for gender related tasks suggests a theoretical rationale of gender schema theory.

• Asia Marketing Journal
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• v.15 no.4
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• pp.161-186
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• 2014

There are many cases of rebranding and its numbers are growing. However, rebranding is still under research in the academic field, and there is no guideline on the effective way to change brand name. The objective of this paper is to integrate two inconsistent predictions from categorization theory and schema incongruity theory: a negative linear relationship (categorization theory) versus an inverted-U-shape relationship (schema incongruity theory) between brand name incongruity and consumer evaluation into one framework. Specifically, this study examines how the effect of incongruity between an existing brand name and a new brand name (hereafter called "brand name incongruity") on the new brand name attitude differs depending on a consumer's individual characteristics (need for cognition). The experiment demonstrates that consumers with a high need for cognition show a better attitude towards a new brand name when the brand name was rebranded moderately incongruent compared to congruent or extremely incongruent. Thus, the experiment demonstrates that there is an inversed U-shape relationship between brand name incongruity and new brand name evaluation for consumers with a high need for cognition. On the contrary, consumers with a low need for cognition show a better attitude towards a new brand name when the brand name is rebranded congruently compared to incongruent conditions (moderate incongruity and extreme incongruity). This result indicates that there is a negative linear relationship between brand name incongruity and new brand name evaluation. Key theoretical and managerial implications of the present study are as follows. This study integrates two alternative views of research on incongruity evaluation into one framework by demonstrating that need for cognition moderates the relationship between brand name incongruity and consumer evaluation. This present study provides a conceptual basis for understanding consumer evaluation towards a new brand name. Next, though rebranding is a very important decision making of brand management, there is no guideline on how to change a brand name. The findings of this research can suggest which degree of change is optimal when rebranding in order to utilize and strengthen existing brand equity. More specifically, when our target customer has high need for cognition, moderately incongruent rebranding can be optimal, whereas for those with low need for cognition, rebranding in accordance with existing brand name will be optimal.

• Journal of KIISE:Computer Systems and Theory
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• v.33 no.9
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• pp.563-573
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• 2006

Cyber-infrastructures for scientific and engineering applications require integrating heterogeneous legacy data in different formats and from various domains. Such data integration raises challenging issues: (1) Support for multiple independently-managed schemas, (2) Ease of schema evolution, and (3) Simple schema mappings. In order to address these issues, we propose a novel approach to semantic integration of scientific data which uses XML schemas and RDF-based schema mappings. In this approach, XML schema al-lows scientists to manage data models intuitively and to use commodity XML DBMS tools. A simple RDF-based ontological representation scheme is used for only structural relations among independently-managed XML schemas from different institutes or domains We present the design and implementation of a prototype system developed for the national cyber-environments for civil engi-neering research activities in Korea (similar to the NEES project in USA) which is called KOCEDgrid (http://www.koced.net).

• Research in Mathematical Education
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• v.12 no.1
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• pp.1-26
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• 2008

The concept field is defined as the schema of all equivalent definitions of a mathematics concept. Concept system is defined as the schema of a group concept network where there are mathematics relations. Proposition field is defined as the schema of all equivalent proposition sets. Proposition system is defined as a schema of proposition sets where one mathematics proposition at least is "derived" from the other proposition. CPFS structure that consists of concept field, concept system proposition field, proposition system describes more precisely mathematics cognitive structure, and reveals the unique psychological phenomena and laws in mathematics learning.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.1301-1308
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• 2009

In this paper, we conducted cross-cultural studies on digital images, which is an important element of the user interface. We brought in the schema theory to explain the cross-cultural difference in expressing and perceiving digital images. Participant-ethnography, in-depth interview, and card sorting were conducted to explore how expression and perception of image are influenced by schemas. Our results of qualitative studies indicate that there are differences in schemas between cultures depending on the topic of expression and perception. With these results, we suggest globalization and localization strategies of website.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.21-40
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• 2004

This study Questioned what happens in L2 reading comprehension of the expository text, as measured by recall and inference-making abilities, when a L2 reader was induced to develop a content schema about the topic of a target text, but the structure of that schema departs from the structure of the target text Seventy-four. Korean university students read either the same version text twice (consistent condition) or two different version texts (inconsistent condition) with a three-day interval between the two readings. The results of a verification test indicate that, for those subjects with higher L2 reading proficiency, the inconsistent condition was more beneficial than the consistent condition for the inference-making task. On the other hand, for lower-level L2 readers, the consistent condition was more favorable for the recall task. It was concluded that inducing a structurally inconsistent schema through an L2 pre-reading would be beneficial only when the reader's L2 linguistic ability is proficient enough to produce necessary propositions from the pre-reading.

• Cross-Cultural Studies
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• v.27
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• pp.347-386
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• 2012

This article aims to establish the model of textual communication and its schema. To do this, we must identify the characteristics of textual communication, different from that of the oral, because the model of communication is usually done to show the structure of oral communication. Moreover, we must clarify the status text as '${\acute{e}}nonc{\acute{e}}$', that is to say product of the act of enunciation. The study of the text has now reached to achieve from the perspective of pragmatics, overcoming the structural point of view that dominates long text linguistics. And now, we need to enrich the theoretical basis of the pragmatics of text. Then the search of elements necessary to develop the model and pattern of textual communication can help to establish the elements used to form the theoretical basis. To clarify the characteristics of textual communication, we needed to explain the present communication by the position of reader and the point of view of textual reference. The schema that we proposed is not perfect, but there are still issues to think to complete it. For example, one must take into account the plurality of readers and reflect the relationship between interpretive texts in this schema, etc. This kind of problem is not only required to complete the schema but also to strengthen the basis of the theory of textual communication and the pragmatics of text.