Abstract

It is often hypothesized that prior knowledge strongly predicts learning performance. It can affect learning positively mediated through some processes and negatively mediated through others. We examined the relation between prior knowledge and learning in a meta-analysis of 8776 effect sizes. The stability of individual differences, that is, the correlation between pretest and posttest knowledge, was high (r_P⁺ = .534). The predictive power of prior knowledge for learning, i.e., the correlation between pretest knowledge and normalized knowledge gains, was low (r_NG⁺ = −.059), almost normally distributed, and had a large 95% prediction interval [–.688, .621]. This strong variability falsifies general statements such as “knowledge is power” as well as “the effect of prior knowledge is negligible.” It calls for systematic research on the conditions under which prior knowledge has positive, negative, or negligible effects on learning. This requires more experiments on the processes mediating the effects of prior knowledge and thresholds for useful levels of prior knowledge.

摘要

通常假设先验知识强烈地预测学习表现。它可以通过某些过程积极地影响学习，并通过其他过程消极地影响学习。我们在对 8776 个效应量的荟萃分析中检查了先验知识与学习之间的关系。个体差异的稳定性，即前测和后测知识之间的相关性很高（r _P ⁺ = .534）。先验知识对学习的预测能力，即前测知识与标准化知识增益之间的相关性较低（r _NG ⁺= -.059)，几乎是正态分布，并且有一个很大的 95% 预测区间 [–.688, .621]。这种强烈的可变性歪曲了诸如“知识就是力量”以及“先验知识的影响可以忽略不计”之类的一般性陈述。它要求对先验知识对学习产生积极、消极或可忽略影响的条件进行系统研究。这需要对调节先验知识影响的过程和先验知识有用水平的阈值进行更多实验。