Domain-Specific Prior Knowledge and Learning: A Meta-Analysis

Autor/inn/en	Simonsmeier, Bianca A.; Flaig, Maja; Deiglmayr, Anne; Schalk, Lennart; Schneider, Michael
Titel	Domain-Specific Prior Knowledge and Learning: A Meta-Analysis
Quelle	In: Educational Psychologist, 57 (2022) 1, S.31-54 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simonsmeier, Bianca A.) ORCID (Schalk, Lennart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2021.1939700
Schlagwörter	Prior Learning; Individual Differences; Knowledge Level; Pretests Posttests; Correlation; Effect Size; Predictive Validity + Suchen Sie Ihr Suchwort? Vorkenntnisse; Individueller Unterschied; Wissensbasis; Korrelation
Abstract	It is often hypothesized that prior knowledge strongly predicts learning performance. It can affect learning positively mediated through some processes and negatively mediated through others. We examined the relation between prior knowledge and learning in a meta-analysis of 8776 effect sizes. The stability of individual differences, that is, the correlation between pretest and posttest knowledge, was high (r[subscript P][superscript +] = 0.534). The predictive power of prior knowledge for learning, i.e., the correlation between pretest knowledge and normalized knowledge gains, was low (r[subscript NG][superscript +] = -0.059), almost normally distributed, and had a large 95% prediction interval [-0.688, 0.621]. This strong variability falsifies general statements such as "knowledge is power" as well as "the effect of prior knowledge is negligible." It calls for systematic research on the conditions under which prior knowledge has positive, negative, or negligible effects on learning. This requires more experiments on the processes mediating the effects of prior knowledge and thresholds for useful levels of prior knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01