How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning Research

By Amy M. Shapiro. 2004

284 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/17dc9300e89073f39dbb61eb9fea0f58de63e248

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Multidimensional Knowledge in Text Comprehension framework (2021, background): “For example, Shapiro (2004) demonstrated that even when reading about an entirely fictitious scenario readers still draw upon broad, general world knowledge to make sense of what they read.”
The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional “High-Stakes” Measures of High School Students’ Science Achievement (2007, background): “Given the wealth of research on the positive effects of domain knowledge on comprehension ( Shapiro, 2004 ), under most circumstances, it is expected that a lower knowledge student would score well below a higher knowledge student on measures of achievement that are related to domain knowledge.”
Influence of Question Format and Text Availability on the Assessment of Expository Text Comprehension (2007, methodology): “Our method of measuring prior domain knowledge was generally consistent with methods used in other published studies (McNamara, Kintsch, Songer, & Kintsch, 1996; Shapiro, 2004; Voss & Silfies, 1996).”
The Effects of Readers' Misconceptions on Comprehension of Scientific Text (2005, background): “To understand the online and offline effects of prior knowledge on text comprehension, one must consider both quantity and quality of a person’s prior knowledge (Dole, 2000; Kendeou, Rapp, & van den Broek, 2004; Lipson, 1982; Maria & MacGinitie, 1987; Shapiro, 2004).”
Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers (2007, background): “Essentially, readers who have more prior knowledge about the text (either via schematic information or prior experience) better understand and learn more from text (e.g., Arbuckle, Vanderleck, Harsany, & Lapidus, 1990; Bransford & Johnson, 1972; Shapiro, 2004; Spilich, Vesonder, Chiesi, & Voss, 1979”
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning (2012, background): “Inaccurate self-assessment, in turn, may negatively affect selection of an appropriate new learning task, for example, if students overestimate their performance, they may choose a task that is too difficult for them (cf. Azevedo, Guthrie, & Seibert, 2004; Moos & Azevedo, 2008a; Shapiro, 2004).”