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Cheng-Wen He; Logan Fiorella; Paula P. Lemons – Educational Psychology Review, 2025
This study tested competing theories about the effectiveness of different instructional sequences for learners with different levels of prior knowledge. Across two classroom experiments, undergraduates learned about noncovalent interactions in biochemistry by either receiving explicit instruction before problem-solving (I-PS group) or engaging in…
Descriptors: Instructional Effectiveness, Problem Solving, Prior Learning, Learning Processes
Xin Lin; Peng Peng; Xiuwen Song; Qile Liu – Educational Psychology Review, 2025
The current meta-analysis investigates the longitudinal association between prior and subsequent mathematics performance, involving mathematics measured at three time points, and to identify potential factors that could moderate this association, including age, time lag, and types of mathematics. Our analysis included 105 studies, comprising 111…
Descriptors: Longitudinal Studies, Prior Learning, Mathematics, Mathematics Education
Keiichi Kobayashi – Educational Psychology Review, 2024
This study was conducted to meta-analytically investigate the influence of teaching vs. no teaching expectancy on the learning effects of teaching after preparatory learning. A meta-analysis of 39 studies revealed that a weighted mean effect size for the effect of teaching after studying with or without teaching expectancy vs. merely studying…
Descriptors: Learning Processes, Expectation, Prior Learning, Teacher Role
Wang, Bo; Ginns, Paul; Mockler, Nicole – Educational Psychology Review, 2022
Cognitive load theory's incorporation of evolutionary perspectives has generated several instructional designs based on movement, including the tracing effect, occurring when learners benefit from explicit instructions to trace out specific elements of lesson materials with the index finger. Historical descriptions of children's tracing behaviours…
Descriptors: Cognitive Processes, Difficulty Level, Imagination, Prior Learning
Bittermann, André; McNamara, Danielle; Simonsmeier, Bianca A.; Schneider, Michael – Educational Psychology Review, 2023
Understanding the role of prior knowledge in human learning is essential for predicting, improving, and explaining competence acquisition. However, the size and breadth of this field make it difficult for researchers to glean a comprehensive overview. Hence, we conducted a bibliometric analysis of 13,507 relevant studies published between 1980 and…
Descriptors: Prior Learning, Transfer of Training, Educational Research, Cognitive Processes
Rey, Günter Daniel; Beege, Maik; Nebel, Steve; Wirzberger, Maria; Schmitt, Tobias H.; Schneider, Sascha – Educational Psychology Review, 2019
The segmenting effect states that people learn better when multimedia instructions are presented in (meaningful and coherent) learner-paced segments, rather than as continuous units. This meta-analysis contains 56 investigations including 88 pairwise comparisons and reveals a significant segmenting effect with small to medium effects for retention…
Descriptors: Learning Processes, Multimedia Instruction, Teaching Methods, Recall (Psychology)
Lespiau, Florence; Tricot, André – Educational Psychology Review, 2019
According to Geary's evolutionary approach, humans are able to easily acquire primary knowledge and, with more efforts, secondary knowledge. The present study investigates how primary knowledge contents can facilitate the learning of formal logical rules, i.e., secondary knowledge. Framing formal logical problems in evolutionary salient contexts…
Descriptors: Epistemology, Learning Motivation, Abstract Reasoning, Logical Thinking