Cognitive Prerequisites and Learning

Bloom’s work stressed the importance of cognitive entry behaviors to a large extent. In this article, we give an overview of the conceptual advances that have been made during the past decades concerning the outdated term ‘cognitive entry behaviors’. Moreover, we search for further evidence in research that will highlight from different perspectives the great importance that Bloom assumed for this factor in learning situations. Explanations for the influence of prior knowledge on learning are reviewed. Finally, some short comments are made concerning Bloom’s work in relation to new educational developments, educational practice, and teaching.

[1]  M. Segers,et al.  Quality assurance in higher education: theoretical considerations and empirical evidence , 1996 .

[2]  R. Sternberg.  Advances in the psychology of human intelligence , 1982 .

[3]  John R. Anderson.  Cognitive Psychology and Its Implications , 1980 .

[4]  P. Alexander,et al.  Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge , 1991 .

[5]  Amy M. Shapiro,et al.  The Relationship between Prior Knowledge and Interactive Overviews during Hypermedia-Aided Learning , 1999 .

[6]  F. J. R. C. Dochy,et al.  Instructional Implications of Recent Research and Empirically-Based Theories on the Effect of Prior Knowledge on Learning , 1990 .

[7]  G. Cohen.  The psychology of cognition , 1977 .

[8]  James F. Voss,et al.  Text Processing of Domain-Related Information for Individuals with High and Low Domain Knowledge: Methodological Considerations. , 1979 .

[9]  Richard S. Prawat,et al.  Promoting Access to Knowledge, Strategy, and Disposition in Students: A Research Synthesis , 1989 .

[10]  Patricia A. Alexander,et al.  Domain knowledge: Evolving themes and emerging concerns. , 1992 .

[11]  F. Dochy,et al.  Principles in the Use of Experiential Learning as a Source of Prior Knowledge. , 1991 .

[12]  Patrick Henry Winston,et al.  The psychology of computer vision , 1976, Pattern Recognit..

[13]  P. Alexander,et al.  The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance , 1988 .

[14]  Donald A. Schön.  Designing: Rules, types and worlds , 1988 .

[15]  Carol K. K. Chan,et al.  Constructive Activity in Learning From Text , 1992 .

[16]  Mien Segers,et al.  The question of entry assessment or how can we access previously acquired knowledge. Main research findings and implications for practice , 2002 .

[17]  Wolfgang Schneider,et al.  Expert Knowledge, General Abilities, and Text Processing , 1990 .

[18]  Carol H. Walker,et al.  Relative Importance of Domain Knowledge and Overall Aptitude on Acquisition of Domain-Related Information , 1987 .

[19]  Robert H. Ennis.  The Extent to Which Critical Thinking Is Subject-Specific: Further Clarification , 1990 .

[20]  F. Craik,et al.  Levels of Processing in Human Memory , 1979 .

[21]  K. Heller,et al.  Gender differences in science education: The double‐edged role of prior knowledge in physics , 1998 .

[22]  Mien Segers,et al.  An Alternative for Assessing Problem-Solving Skills: The Overall Test. , 1997 .

[23]  H. Walberg,et al.  Exploring Causal Models of Educational Achievement , 1984 .

[24]  John T. Guthrie,et al.  Prior conceptual knowledge and textbook search , 1992 .

[25]  F. Weinert,et al.  Metacognition, motivation, and understanding , 1987 .

[26]  F. Dochy,et al.  Assessment of Domain-Specific and Domain-Transcending Prior Knowledge: Entry Assessment and the Use of Profile Analysis , 1996 .

[27]  Patricia A. Alexander,et al.  Domain-specific and strategic knowledge: Effects of training on students of differing ages or competence levels , 1989 .

[28]  A. Reber.  Implicit learning and tacit knowledge , 1993 .

[29]  Richard C. Anderson,et al.  Schooling and the Acquisition of Knowledge , 1978 .

[30]  Richard E. Mayer,et al.  Twenty years of research on advance organizers: Assimilation theory is still the best predictor of results , 1979 .

[31]  S. Carey.  Conceptual Change in Childhood , 1985 .

[32]  F. Dochy.  A line of argument for innovation in teaching and assessment starting from students' conceptions and misconceptions in learning processes , 1997 .

[33]  R. G. Crowder.  Principles of learning and memory , 1977 .

[34]  Robert H. Ennis.  Critical Thinking and Subject Specificity: Clarification and Needed Research , 1989 .

[35]  James M. Royer,et al.  Facilitated Learning in Connected Discourse. , 1975 .

[36]  Samuel R. Mathews.  The Impact of Prior Knowledge on Accessibility and Availability of Information From Prose , 1982 .

[37]  Lisa A. Porter,et al.  Use of Elaboration Strategies by Students in Grades Two, Four, and Six , 1999, The Elementary School Journal.

[38]  Ernest T. Goetz,et al.  Reading in Perspective: What Real Cops and Pretend Burglars Look for in a Story. Technical Report No. 266. , 1982 .

[39]  R. Glaser,et al.  The Acquisition of Perceptual Diagnostic Skill in Radiology. , 1981 .

[40]  Timothy A. Post,et al.  Problem-Solving Skill in the Social Sciences , 1983 .

[41]  George J. Spilich,et al.  Acquisition of domain-related information in relation to high and low domain knowledge. , 1979 .

[42]  Richard C. Anderson,et al.  Frameworks for Comprehending Discourse , 1977 .

[43]  S. Tobias.  Interest, Prior Knowledge, and Learning , 1994 .

[44]  R. Glaser.  Education and Thinking: The Role of Knowledge. , 1984 .

[45]  Patricia A. Alexander,et al.  How Subject-Matter Knowledge Affects Recall and Interest , 1994 .

[46]  Richard C. Anderson,et al.  Effects of the reader's schema at different points in time , 1979 .

[47]  D. Kieras,et al.  Representation-saving effects of prior knowledge in memory for simple technical prose , 1983, Memory & cognition.

[48]  Pieter J. D. Drenth,et al.  European perspectives in psychology , 1990 .

[49]  Menucha Birenbaum,et al.  Alternatives in Assessment of Achievements, Learning Processes, and Prior Knowledge , 1996 .

[50]  F. Reif,et al.  Problem solving and education: Issues in teaching and research , 1980 .

[51]  S. Fulero,et al.  Recall for confirming events: Memory processes and the maintenance of social stereotypes ☆ , 1979 .

[52]  B. Bloom.  Human Characteristics and School Learning , 1979 .

[53]  James S. Phillips,et al.  Schematic information processing and perceptions of leadership in problem-solving groups. , 1982 .

[54]  Patricia A. Alexander,et al.  Mapping prior knowledge: A framework for discussion among researchers , 1995 .

[55]  Angela M. O'Donnell,et al.  Interactive Effects of Prior Knowledge and Material Format on Cooperative Teaching , 2000 .

[56]  Cindy E. Hmelo,et al.  Problem-Based Learning: Effects on the Early Acquisition of Cognitive Skill in Medicine , 1998 .

[57]  J. Novak,et al.  Educational Psychology: A Cognitive View , 1969 .

[58]  Ruth Garner,et al.  When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings , 1990 .

[59]  T. Shuell.  Cognitive Conceptions of Learning , 1986 .

[60]  Richard E. Mayer,et al.  Elaboration techniques that increase the meaningfulness of technical text: An experimental test of the learning strategy hypothesis. , 1980 .

[61]  F. Dochy,et al.  Assessment as a tool for learning , 1997 .

[62]  R. Garner.  Metacognition and reading comprehension , 1987 .

[63]  Karen K. Wixson,et al.  Becoming a strategic reader , 1983 .

[64]  Endel Tulving,et al.  Encoding specificity and retrieval processes in episodic memory. , 1973 .

[65]  Franz Emanuel Weinert,et al.  Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance , 1990 .

[66]  Richard C. Anderson,et al.  Recall of Previously Unrecallable Information Following a Shift in Perspective. Technical Report No. 41. , 1977 .

[67]  D. Ausubel.  The use of advance organizers in the learning and retention of meaningful verbal material. , 1960 .

[68]  M. S. Mayzner,et al.  Cognition And Reality , 1976 .

[69]  M. Segers,et al.  The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge , 1999 .

[70]  D. A. Kenny,et al.  Processing inconsistent social information. , 1983 .

[71]  Daniel L. Schwartz,et al.  A time for telling , 1998 .

[72]  H. Simon,et al.  Perception in chess , 1973 .

[73]  M. Pressley,et al.  The Challenges of Classroom Strategy Instruction , 1989, The Elementary School Journal.