Determining students' knowledge structure is important for assessing what a learner knows about a domain of knowledge. Traditional assessment methods are not always appropriate for exploring students' knowledge structure and changes during the learning period. This study investigates how the existing knowledge structure of the learners interacts…

Studied prior knowledge as a mediator of effectiveness of the elaborative interrogation strategy for 50 male and 50 female undergraduates in a learning task. The elaborative interpretation group had significantly greater matching scores on an associative memory test for animal information than the control group only for familiar animals. (SLD)

Examines the role of prior intention and knowledge in the comprehension of "forget" by young children. Results reveal that children initially have two interpretations of "forget": an unfilled desire and a state of not knowing. Discusses explanations for the late comprehension of "forget" in terms of representation of knowledge and intention,…