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Dasch, Anne – Reading Teacher, 1983
Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)
Descriptors: Basal Reading, Beginning Reading, Cognitive Development, Learning Theories
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Spyridakis, Jan H.; Wenger, Michael J. – British Educational Research Journal, 1991
Reviews the literature on the effect of prior knowledge and text familiarity on document comprehension and usability. Discusses current methods for assessing subjects' topic familiarity. Presents an empirically based method for effectively assessing topic familiarity. Explains that the method includes use of two subject groups and reliance on…
Descriptors: Educational Research, Familiarity, Higher Education, Prior Learning
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Duffelmeyer, Frederick A. – Reading Teacher, 1985
Argues that vocabulary is best taught by helping students experience the meaning of words. Offers research background and four teaching methods to use with intermediate grade students. (FL)
Descriptors: Intermediate Grades, Prior Learning, Reading Instruction, Reading Research
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Hacker, Charles J. – Language Arts, 1980
Discusses the effect of previous knowledge on reading comprehension. Suggests reading instruction methods that evoke the readers' experiences, or schemata, relevant to the material. (HTH)
Descriptors: Classroom Techniques, Elementary Secondary Education, Language Experience Approach, Prior Learning
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Cunningham, Pat – Reading Teacher, 1982
Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)
Descriptors: Cognitive Processes, Content Area Reading, Educational Theories, Elementary Education
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Brittin, Ruth V.; Sheldon, Deborah A. – Journal of Research in Music Education, 1995
Compares preferential ratings of art music among 100 music majors and 100 nonmusic majors. Finds that music majors' preference ratings were significantly higher than those of the nonmajors. Also finds that Likert-scale ratings of nonmajors using the Continuous Response Digital Interface were higher than those using a static measure. (CFR)
Descriptors: Fine Arts, Higher Education, Majors (Students), Music
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Dale, Karen Lewis – Teaching English in the Two-Year College, 1980
The change in literature students from those with a strong literature background to those of the "Me" generation who have little exposure to critical reading is explored. Their subjective experiences applied to literature study can be more beneficial than traditional critical theories. (HTH)
Descriptors: College English, Critical Reading, Experiential Learning, Higher Education
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Beach, Richard – English Journal, 1980
Briefly describes how students use their prior knowledge of conventions in making inferences about literature. Outlines some techniques that could be employed in conducting descriptive research studies to determine what students do or do not know and how that difference affects their response to literature. (RL)
Descriptors: Classroom Research, Classroom Techniques, Higher Education, Knowledge Level
Tierney, Robert J.; Pearson, P. David – 1986
Research discoveries over the past 15 years concerning reading comprehension have had a significant impact on reading instruction, particularly schema theory. This theory, based on prior learning, which states that the reader uses the text to construct a meaning within his or her own mind, affects what teachers can do to help students improve…
Descriptors: Elementary Education, Opinions, Prior Learning, Reader Text Relationship
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Petrosky, Anthony R. – College Composition and Communication, 1982
Summarizes the essential research on the interrelationships of reading, response to literature, and composition. Shows that readers and writers are both creators of meaning. Discusses a plan by which students develop--and appreciate--their responses to literature and integrate the acts of reading and writing. (RL)
Descriptors: Critical Reading, Educational Research, Higher Education, Literary Criticism
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Bean, Thomas W. – Journal of Reading, 1985
Describes a schema-theoretic view of how analogies enhance students' prior knowledge; reviews some of the recent studies using analogies to assist students' comprehension of science text; and illustrates the use of an analogical study guide in biology. (HOD)
Descriptors: Abstract Reasoning, Biology, Cognitive Processes, Content Area Reading
Johnston, Peter – 1983
To show the difficulty of eliminating test bias and to develop a methodology for distinguishing between the effects of prior knowledge and of skill development on reading comprehension, 207 eighth grade students from rural and urban areas were administered an 18-question reading comprehension test. Quantitative and qualitative effects of prior…
Descriptors: Elementary Secondary Education, Grade 8, Prior Learning, Reading Comprehension
Whitaker, Urban – 1989
The monograph provides a systematic explication of the underlying standards and principles that have been developed to help adult learners articulate what they know and can do, to clarify their claims to creditable achievement, to help assessors improve the reliability of assessment, and to save assessor time. Ten academic and administrative…
Descriptors: Academic Achievement, Administration, Adult Learning, College Credits
Gillespie, Marilyn K. – 2002
A growing body of research supports a purposeful and transparent approach to learning. Within the field of cognitive science, learning is defined as a purposeful, goal-directed activity. An ongoing goal-setting process is integral to effective learning. Purposeful and transparent learning builds on learners' prior knowledge and experiences to…
Descriptors: Adult Education, Cognitive Ability, Constructivism (Learning), Educational Research
Gillespie, Marilyn K. – 2002
A key concept underlying Equipped for the Future (EFF) relates to its contextualized approach to curriculum and instruction. While drawing on the body of cognitive research, research on the transfer of learning is of key importance for this principle. Effective learning requires not only acquisition but also active application of knowledge,…
Descriptors: Adult Education, Constructivism (Learning), Context Effect, Educational Research
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