Rather, people have the ability to pick up prototypical situations quickly, even with one exposure. It is also unclear how people keep from cluttering their minds with proliferating, conflicting, or superstitious schemas. People seem to have a built-in impulse to organize experience in the form of schemas. Recent educational theory, however, has begun to consider the possibility of teaching schemas directly. The structures of the mind constantly receive new information and respond to it.
New information can have several effects on a reader's existing knowledge structures.
These activities are essentially the same as Piaget's categories of assimilation, accommodation, and equilibrium. A reader may use new information to create and maintain cognitive dissonance. It is like walking into a familiar room and sensing that some one object has been moved. Cognitive psychology's emphasis on the integrative power of the mind may have led us to neglect an innate human appetite for the spice of uncertainty. Within manageable proportions, everybody loves a mystery.