A schema is a general term for a conventional knowledge structure that exists in memory. We were using our conventional knowledge of what a school classroom is like, or a “classroom schema,” as we tried to make sense of the previous example. We have many schemas (or schemata) that are used in the interpretation of what we experience and what we hear or read about. If you hear someone describe what happened during a visit to a supermarket, you don’t have to be told what is normally found in a supermarket. You already have a “supermarket schema” (food displayed on shelves, arranged in aisles, shopping carts and baskets, check-out counter, and other conventional features) as part of your background knowledge.

Similar in many ways to a schema is a script. A script is essentially a dynamic schema. That is, instead of the set of typical fixed features in a schema, a script has a series of conventional actions that take place. You have a script for “Going to the dentist” and another script for “Going to the movies.” We all have versions of an “Eating in a restaurant” script, which we can activate to make sense of this short text.

On the basis of our restaurant script, we would be able to say a number of things about the scene and events briefly described in this short text. For example, although the text doesn’t have this information, we would assume that Suzy opened a door to get into the restaurant, that there were tables there, that she ate the sandwich, then she paid for it, and so on. The fact that information of this type can turn up in people’s attempts to remember the text is further evidence of the existence of scripts. It is also a good indication of the fact that our understanding of what we read doesn’t come directly from what words and sentences are on the page, but the interpretations we create, in our minds, of what we read.

Indeed, crucial information is sometimes omitted from important instructions on the assumption that everybody knows the script. Think carefully about the following instructions from a bottle of cough syrup.

No, you’ve not just to keep filling the measure cup every 2 to 3 hours. Nor have you to rub the cough syrup on your neck or in your hair. You are expected to know the script and drink the stuff from the measure cup every 2 or 3 hours.

Clearly, our understanding of what we read is not only based on what we see on the page (language structures), but also on other things that we have in mind (knowledge structures). To understand more about the connection between these two things, we have to take a close look at the workings of the human brain.

مواضيع ذات صلة

Speech acts

Maxim flouts

Flouting the maxims

Comedy pragmatics

Defeasible implicatures

The pragmatics of political interviews

Good cop, bad cop

The co-operative principle

Grice’s theory of implicature

Meaning in context

Pragmatics: saying what you mean

Predicators and arguments