Interaction of Knowledge, Learning, and Development. Report from the Project on Metacognitive Aspects of Prose Comprehension, Program Report 86-8.

Autor/inn/en	Rembold, Karen L.; Yussen, Steven R.
Institution	Wisconsin Center for Education Research, Madison.
Titel	Interaction of Knowledge, Learning, and Development. Report from the Project on Metacognitive Aspects of Prose Comprehension, Program Report 86-8.
Quelle	(1986), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Age Differences; Behaviorism; Cognitive Development; Cognitive Processes; Learning Processes; Learning Theories; Literature Reviews; Metacognition; Piagetian Theory; Prior Learning; Problem Solving; Psychological Studies + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Age; Difference; Age difference; Altersunterschied; Behaviourism; Behaviorismus; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Learning theory; Lerntheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorkenntnisse; Problemlösen
Abstract	The purpose of this paper is to review the relevant evidence concerning the relationship between knowledge and its effect on learning, with an end to answering the questions: (1) How important is knowledge to learning? and (2) How does the relative importance of knowledge change with development? The paper is divided into three main sections: evidence for domain-specific learning, evidence for domain-independent learning, and implications for developmental theory. The domain-specific section uses evidence from three areas of research to show that previously acquired knowledge affects the learning of subsequent, related information. In the section on domain-independent learning, it is argued that at least some aspects of learning may be relatively domain independent. This argument is supported by demonstrating that training children to use metacognitive skills allows the transfer of these skills from one domain to another. In the last section, three prominent developmental theories (learning theory, Piagetian theory, and the "capacity" theory of information processing) are examined. A knowledge-based theory is presented to explain development in terms of the amount of factual and strategic knowledge that an individual has acquired. The theory argues that it is the unequal distribution of this knowledge that accounts for the apparent differences in children's and adult's reasoning processes. An eight-page reference list concludes the document. (JAZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC