|Appears in Collections:||Psychology Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Effects of Prior Knowledge on Memory: Implications for Education|
|Authors:||Shing, Yee Lee|
|Citation:||Shing YL & Brod G (2016) Effects of Prior Knowledge on Memory: Implications for Education, Mind, Brain, and Education, 10 (3), pp. 153-161.|
|Abstract:||The encoding, consolidation, and retrieval of events and facts form the basis for acquiring new skills and knowledge. Prior knowledge can enhance those memory processes considerably and thus foster knowledge acquisition. But prior knowledge can also hinder knowledge acquisition, in particular when the to-be-learned information is inconsistent with the presuppositions of the learner. Therefore, taking students' prior knowledge into account and knowing about the way it affects memory processes is important for optimization of students' learning. Recent behavioral and neuroimaging experiments have shed new light on the neural mechanisms through which prior knowledge affects memory. However, relatively little is known about developmental differences in the ability to make efficient use of one's knowledge base for memory purposes. In this article, we review and integrate recent empirical evidence from developmental psychology and cognitive neuroscience about the effects of prior knowledge on memory processes. In particular, this may entail an extended shift from processing in the medial temporal lobes of the brain toward processing in the neocortex. Such findings have implications for students as developing individuals. Therefore, we highlight recent insights from cognitive neuroscience that call for further investigation in educational settings, discussing to what extent these novel insights may inform teaching in the classroom.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is the peer reviewed version of the following article: Shing, Y. L. and Brod, G. (2016), Effects of Prior Knowledge on Memory: Implications for Education. Mind, Brain, and Education, 10: 153–161. doi: 10.1111/mbe.12110, which has been published in final form at http://onlinelibrary.wiley.com/wol1/doi/10.1111/mbe.12110/full. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.|
|Shing-Brod-MBE_Revision2_Final_2.pdf||400.91 kB||Adobe PDF||Under Embargo until 14/7/2017 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.