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{
    "pk": 28693,
    "title": "Distinguishing Two Types of Prior Knowledge That Support Novice Learners",
    "subtitle": null,
    "abstract": "Prior knowledge has long been recognized as an important\npredictor of learning, yet the term prior knowledge is often\napplied to related but distinct constructs. We define a specific\nform of prior knowledge, ancillary knowledge, as knowledge\nof concepts and skills that enable learners to gain the most from\na target lesson. Ancillary knowledge is not prior knowledge of\nthe lesson’s target concepts and skills, and may even fall\noutside the domain of the lesson. Nevertheless, ancillary\nknowledge affects learning of the lesson, e.g., lower ancillary\nknowledge can hinder performance on lesson-related tasks. We\nmeasured ancillary knowledge, prior knowledge of the domain,\nand controlled for general ability, and found that (a) stronger\nancillary knowledge and general ability predicted better\nperformance on transfer tasks, but (b) prior knowledge of the\ndomain did not. This research suggests that enhancing\ninstruction by remediating gaps in ancillary knowledge may\nimprove learning in introductory-level courses.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "prior knowledge; ancillary knowledge; domain-\ngeneral knowledge; far transfer; introductory courses"
        }
    ],
    "section": "Papers with Poster Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/8tm1t3r5",
    "frozenauthors": [
        {
            "first_name": "Anita",
            "middle_name": "B.",
            "last_name": "Delahay",
            "name_suffix": "",
            "institution": "Carnegie Mellon University",
            "department": ""
        },
        {
            "first_name": "Marsha",
            "middle_name": "C.",
            "last_name": "Lovett",
            "name_suffix": "",
            "institution": "Carnegie Mellon University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28693/galley/18564/download/"
        }
    ]
}