Effects of Prior Knowledge on Generative Tasks

Impact of prior knowledge on the generation of tasks The creation of new ideas plays an important role in the growth of every society. Inventions such as telephones and automobiles provide tools for increasing communication levels and expanding access to information. Modern people may regard these inventions as the main contents of our society, but when they imagine they are considered a revolutionary new concept.

Good influences of previous knowledge Researchers believe that previous knowledge has a very strong influence on inference as it tends to dominate it in inference experiments (Craver 1989; King and Kitchener 1994; Norris 1988) . As a result of directly studying the knowledge so far, learning (Brown and Smiley 1978), strategic processing (Alexander and Judy 1988), question (Schumm et al 1992), and memory (Garner et al.). 1991; Recht and Leslie 1988) also seems to be of greater interest (Garner and Gillingham 1991) and attitudes (Tyler and Voss 1982), both of which may have a positive impact on cognition (Petty and Cacioppo 1986 ). However, at least one study of the influence of previous knowledge on understanding did not show a relationship (Schiefele 1992). Overall, it is obvious that negative results will affect the problem, but it will affect previous knowledgeable reasoning processes.

When we activate the student's previous knowledge, we need to consciously activate the previous knowledge. In many areas, the terms of a particular subject have a different meaning than the common words commonly used. You can avoid inappropriate application of prior knowledge by activating prior knowledge about specific subjects, not just the meaning of words in a general sense. It is useful to create charts and graphs showing similarities and differences, as shown in the Venn diagram. For example, if a student is engaged in writing work in a specific field, taking time to explain the difference between historical articles and literary essays is a matter of course that students mistakenly write inappropriate terms in writing It helps to use.

As we saw in the chapter above, if previous knowledge is inappropriate or inappropriate for immediate tasks, it will not support new learning. But what if it is totally wrong? Inaccurate previous knowledge (ie, idea, belief, model, or theory) may distort new knowledge by ignoring, discounting, or opposing the evidence confused with believing facts . Dunbar, Fugelsang, & Stein, 2007; Chinn & Malhotra, 2002; Brewer & Lambert, 2000; Fiske & Taylor, 1991; Alvermann, Smith, & Readance, 1985). Several psychologists explained that this distortion is the result of our efforts to achieve internal consistency. For example, Vosniadou and Brewer (1987) discovered that children express the earth as a circle by treating the earth as a pancake, thereby harmonizing the concept that the earth is prevalent.