Inferences and Confidence in Warning Texts: The Role of Age and Prior Knowledge

2007 ◽  
Author(s):  
Anne E. Adams ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk
Keyword(s):  
Prior Knowledge

Reducing misperceptions through news stories with data visualization: The role of readers’ prior knowledge and prior beliefs

Journalism ◽  
2021 ◽  
pp. 146488492110287
Author(s):  
Paul Mena
Keyword(s):  
Experimental Design ◽  
Prior Knowledge ◽  
Data Visualization ◽  
Accurate Information ◽  
Graphical Representations ◽  
Prior Beliefs ◽  
News Stories ◽  
Issue Involvement

Amid the global discussion on ways to fight misinformation, journalists have been writing stories with graphical representations of data to expose misperceptions and provide readers with more accurate information. Employing an experimental design, this study explored to what extent news stories correcting misperceptions are effective in reducing them when the stories include data visualization and how influential readers’ prior beliefs, issue involvement and prior knowledge may be in that context. The study found that the presence of data visualization in news articles correcting misperceptions significantly enhanced the reduction of misperceptions among news readers with less than average prior knowledge about an issue. In addition, it was found that prior beliefs had a significant effect on news readers’ misperceptions regardless of the presence or absence of data visualization. In this way, this research offers some support for the notion that data visualization may be useful to decrease misperceptions under certain circumstances.

scholarly journals Psychophysical and fMRI studies of the role of prior knowledge in visual perception

2010 ◽  
Vol 6 (6) ◽  
pp. 677-677
Author(s):  
J. Hegde ◽  
S. K. Thompson ◽  
D. Kersten
Keyword(s):  
Visual Perception ◽  
Prior Knowledge

Does context shape comprehension: evaluating the influence of presentation on inquiry strategies in science learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lindsay Portnoy ◽  
Talia Lemberger
Keyword(s):  
Prior Knowledge ◽  
Science Learning ◽  
Scientific Information ◽  
Approaches To Learning ◽  
Knowledge Retention ◽  
Scientific Concept ◽  
Distractor Task ◽  
Science Content ◽  
Content Type

Purpose Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science. Design/methodology/approach The authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science. Findings Results indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies. Research limitations/implications Implications for instructional design and pedagogy are discussed. Practical implications The framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science. Social implications By studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention. Originality/value The current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.

How Much Cueing Is Needed in Instructional Animations? The Role of Prior Knowledge

2020 ◽  
Vol 29 (5) ◽  
pp. 666-676 ◽  
Author(s):  
Ismahan Arslan-Ari ◽  
Steven M. Crooks ◽  
Fatih Ari
Keyword(s):  
Prior Knowledge

The Role of Learning Styles in Game-Based Learning

2020 ◽  
Vol 10 (1) ◽  
pp. 54-69 ◽  
Author(s):  
Pieter Wouters ◽  
Esmee S. van der Meulen
Keyword(s):  
Learning Styles ◽  
Prior Knowledge ◽  
Game Based Learning ◽  
Learning Gain ◽  
Input Processing ◽  
Median Split ◽  
Math Game ◽  
Reflective Processing

Adapting learning to the level and preferences of learners and game-based learning have increasingly received much attention. The current study examined whether learning styles based on the Felder-Silverman classification (perception, input, processing and organization of information) influence learning in GBL. Only the input and processing scales were found to be reliable. 109 students from prevocational secondary education played a math game (proportional reasoning) after which learning gain and motivation were measured. Gameplay yielded no learning, but a median-split breakdown (prior knowledge) indicated that students with little prior knowledge did learn from the game, while those with much prior knowledge deteriorated. Subsequent multiple regression analyses revealed no predictive effect for motivation. The processing preference was predictive for learning: Students with an active processing preference performed better than students with a reflective processing preference. The discussion discusses consequences and a number of directions for follow-up research.

scholarly journals Rapid acquisition through fast mapping: stable memory over time and role of prior knowledge

2020 ◽  
Vol 27 (5) ◽  
pp. 177-189
Author(s):  
Cuihong Li ◽  
Zhongyu Hu ◽  
Jiongjiong Yang
Keyword(s):  
Prior Knowledge ◽  
Fast Mapping ◽  
Rapid Acquisition ◽  
Stable Memory ◽  
Over Time

scholarly journals Feedback both helps and hinders learning: The causal role of prior knowledge.

2016 ◽  
Vol 108 (1) ◽  
pp. 82-97 ◽  
Author(s):  
Emily R. Fyfe ◽  
Bethany Rittle-Johnson
Keyword(s):  
Prior Knowledge ◽  
Causal Role
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