Separating prior knowledge from acquired knowledge.

Autor/inn/en	Tetzlaff, Leonard; Persic-Beck, Lothar; Kröhne, Ulf; Hahnel, Carolin; Schiffner, Daniel; Goldhammer, Frank
Titel	Separating prior knowledge from acquired knowledge.
Quelle	In: Learning and individual differences, (2026) 125, Art. 102820, 12 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.25656/01:34780 10.1016/j.lindif.2025.102820
URN	urn:nbn:de:0111-pedocs-347809
Schlagwörter	Lernen
Abstract	The innovative PISA domain "Learning in the digital world (LDW)" integrates the assessment of knowledge and skills with opportunities for learning. To investigate whether learning took place during the assessment, we analyzed data from 737 German PISA 2022 students and modeled individual differences in test performance that could not be explained by students'prior knowledge and skills. We then related these differences to learning activity (the use of worked examples during a task) and learning prerequisites (general intelligence and mastery orientation) to validate their interpretation as performance based on knowledge and skills acquired during the task. We found substantial remaining variance in performance after controlling for prior knowledge (21 % of variance). Significant relationships of these differences with both learning prerequisites and learning activity provide further evidence for interpreting found differences as a result of learning during the task. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3