Are There Age-Related Differences in the Effects of Prior Knowledge on Learning? Insights Gained from the Memory Congruency Effect

Autor/inn/en	Brod, Garvin; Shing, Yee Lee
Titel	Are There Age-Related Differences in the Effects of Prior Knowledge on Learning? Insights Gained from the Memory Congruency Effect
Quelle	In: Mind, Brain, and Education, 16 (2022) 2, S.89-98 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brod, Garvin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12320
Schlagwörter	Age Differences; Prior Learning; Brain Hemisphere Functions; Memory; Child Development; Developmental Stages; Learning Processes + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Vorkenntnisse; Gedächtnis; Kindesentwicklung; Learning process; Lernprozess
Abstract	Humans accumulate knowledge throughout their entire lives. In what ways does this accumulation of knowledge influence learning of new information? Are there age-related differences in the way prior knowledge is leveraged for remembering new information? We review studies that have investigated these questions, focusing on those that have used the memory congruency effect, which provides a quantitative measure of memory advantage because of prior knowledge. Regarding the first question, evidence suggests that the accumulation of knowledge is a key factor promoting the development of memory across childhood and counteracting some of the decline in older age. Regarding the second question, evidence suggests that, if available knowledge is controlled for, age-related differences in the memory congruency effect largely disappear. These results point to an age-invariance in the way prior knowledge is leveraged for learning new information. Research on neural mechanisms and implications for application are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01