p.32 Sometimes we deliberately influence what we notice. Self-indication occurs when we point out certain things to ourselves. In many ways, education is a process of learning to indicate to ourselves things we hadn't seen.

p.33 What we select to notice is also influenced by who we are and what is going on inside us. Our motives and needs affect what we see and don't see.

p.33-34 Once we have selected what to notice, we must make sense of it... we organize [perceptions] in ways that make them meaningful to us. The most useful theory for explaining how we organize perceptions is constructivism, the theory that we organize and interpret experience by applying cognitive structures called schemata

p.34 We use four types of cognitive schemata to make sense of perceptions: prototypes, personal constructs, stereotypes, and scripts (Fehr, 1993; Hewes, 1995).

p.36 To organize perceptions, we also use scripts, which are guides to action based on what we've experienced and observed. A script consists of a sequence of activities that define what we and others are expected to do in specific situations. Many of our daily activities are governed by scripts, although we're often unaware of them... in most of our activities, we use scripts to organize perceptions into lines of action... scripts are cognitive schemata that we use to organize our perceptions of... situations. They help us make sense of what we notice and help us anticipate how we and others will act in particular situations.