Does Familiarity Have an Effect on Recall Independent of Its Effect on Original Learning?

Gagné, Ellen D.; Bell, Michael S.; Yarbrough, Donald B.; Weidemann, Craig D.

doi:10.1080/00220671.1985.10885645

Cited by 5 publications

(5 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Knowledge allows a learner to imbue a learning experience with greater meaning resulting in higher levels of inferential processing (Pearson, Hansen, & Gordon, 1979), and a greater ability to attend to the crucial elements of the experience (Spilich, Vesonder, Chiesi, & Voss, 1979). Gagne et al (1985) found that school children who knew more about a topic to begin with evidenced considerably less memory loss of a lesson content over a onemonth period, relative to their initially low-knowledge classmates. This effect was apparent even though the low-knowledge students were allowed more time to study the materials ofthe original lesson.…”

Section: Are Prior Knowledge Effects Obvious?mentioning

confidence: 93%

“…Information-processing theories suggest that the possession and activation of relevant knowledge enables a learner to encode new experiences with a high level ofefficiency.Within the appropriate domain, a knowledgeable learner is able to employ highly effective acquisition strategies such as organisation, chunking, and elaboration (Ornstein & Naus, 1985). Knowledgeable learners are able to assimilate relatively high levels of information without suffering overload effects such as interference in memory processing (Charness, 1976), since they process more information, at a deeper processing level, and in less time (Gagne, Bell, Yarbrough, & Weidemann, 1985). For example, existing knowledge enables a reader to integrate sentences and paragraphs quickly and in an efficient manner in order to construct higher level mental models-that is, the 'big picture' (Fincher-Kiefer, Post, Greene, & Voss, 1988).…”

Section: Research Into Learning Processesmentioning

confidence: 99%

See 1 more Smart Citation

The Cognitive Psychology of Knowledge: Basic Research Findings and Educational Implications

Yates

Chandler

1991

Australian Journal of Education

View full text Add to dashboard Cite

This article reviews empirical findings that implicate personal knowledge in human information processing. It cites findings in relation to intelligence, automaticity, learning, schemata activation, analogical processing, problem solving, reading, and cognitive development, and indicates ways in which the impact of prior knowledge typically is not obvious to a teacher, and ways in which prior knowledge can, at times, disrupt the learning process (especially via misconception and know-it-all effects). Educational implications, especially the Matthew effect, are discussed

show abstract

Section: Are Prior Knowledge Effects Obvious?mentioning

confidence: 93%

Section: Research Into Learning Processesmentioning

confidence: 99%

The Cognitive Psychology of Knowledge: Basic Research Findings and Educational Implications

Yates

Chandler

1991

Australian Journal of Education

View full text Add to dashboard Cite

show abstract

“…Any discussion of LTM encoding and retention is deficient if not concurrently considering the activity of learning. For learning to occur, current or familiar knowledge and skills (LTM) provide a scaffold upon which new knowledge elements can be meaningfully processed in working memory (Gagne, Bell, Yarbrough, & Weidemann, 1985, see section 1.4). Indeed, Stern (1985) suggested that the flow of information firstly connects perceptual information to LTM and then to the short-term store.…”

Section: Encoding and Retentionmentioning

confidence: 99%

Cognitive load theory and music instruction

Owens

Sweller

2008

Educational Psychology

View full text Add to dashboard Cite

Cognitive load theory assumes that effective instructional design is subject to the mechanisms that underpin our cognitive architecture and that understanding is constrained by the processing capacity of a limited working memory. This thesis reports the results of six experiments that applied the principles of cognitive load theory to the investigation of instructional design in music. Across the six experiments conditions differed by modality (uni or dual) and/or the nature of presentation (integrated or adjacent; simultaneous or successive). In addition, instructional formats were comprised of either two or three sources of information (text, auditory musical excerpts, musical notation). Participants were academically able Year 7 students with some previous musical experience. Following instructional interventions, students were tested using auditory and/or written problems; in addition, subjective ratings and efficiency measures were used as indicators of mental load. Together, Experiments 1 and 2 demonstrated the benefits of both dual-modal (dual-modality effect) and physically integrated formats over the same materials presented as adjacent and discrete information sources (split-attention effect), confirming the application of established cognitive load effects within the domain of music. Experiment 3 compared uni-modal formats, consisting of auditory rather than visual materials, with their dual-modal counterparts. Although some evidence for a modality effect was associated with simultaneous presentations, the uni-modal format was clearly superior when the same materials were delivered successively. Experiment 4 compared three cognitively efficient instructional formats in which either two or three information sources were

show abstract

“…It is assumed that material that is well learned will be equally well remembered, independent of learning conditions. However, E. Gagne et al (1985) had middle-school students learn paragraphs on topics of high or moderate familiarity (meaningfulness, prior knowledge). The students were tested for recall either several minutes or 4 weeks after learning.…”

Section: Effect Of Prior Knowledge On the Original Learning-retentmentioning

confidence: 99%

The Long-Term Retention of Knowledge and Skills: A Cognitive and Instructional Perspective

Farr¹

1986

View full text Add to dashboard Cite

This Memorandum Report Is published in order to make available the material it contains for the use and convenience of Interested parties. The material has not necessarily been completely evaluated and analyzed, noi subjected to IDA review.Approved for public release; distribution unlimited. This report reviews factors that influence how well knowledge and skills dre retained over relatively long periods if nonuse. A cognitively oriented :nterpretation is applied to prior findings and beliefs about the nature of longterm retention. The report identifies instructional strategies (conditions of learning) which promote long-term retention and do not have an adverse impact on learning. UNCLASSIFIED SECURITY CLASSIFICATION OF THIS PAGE20. DISTRIBUTIONIAVAILABILITY OF ABSTRACT 21. ABSTRACT SECURITY CLASSIFCATION UNCLASSIFIEDIUNLIMITEDM SAME AS RPT. 0] DTIC USERS

show abstract

Does Familiarity Have an Effect on Recall Independent of Its Effect on Original Learning?

Cited by 5 publications

References 5 publications

The Cognitive Psychology of Knowledge: Basic Research Findings and Educational Implications

The Cognitive Psychology of Knowledge: Basic Research Findings and Educational Implications

Cognitive load theory and music instruction

The Long-Term Retention of Knowledge and Skills: A Cognitive and Instructional Perspective

Contact Info

Product

Resources

About