The influence of prior knowledge on the formation of detailed and durable memories.

Bellana, Buddhika; Mansour, Rania; Ladyka‐Wojcik, Natalia; Grady, Cl; Moscovitch, Morris

doi:10.31234/osf.io/wqa5y

Cited by 3 publications

(4 citation statements)

References 66 publications

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“…It also boosted subjective ratings of how coherent and engaging the second-half clips were as well as how vividly they could be remembered. These effects are consistent with previous studies (Ames et al, 2015;Bellana et al, 2019;Bransford & Johnson, 1972;Brod et al, 2016;Dooling & Lachman, 1971;Johnson et al, 1974;Keidel et al, 2017;Liu et al, 2016;Raykov et al, 2020Raykov et al, , 2021St. George et al, 1994;van Kesteren et al, 2014).…”

Section: Discussionsupporting

confidence: 94%

The importance of semantic network brain regions in integrating prior knowledge with an ongoing dialogue

Raykov¹,

Keidel²,

Oakhill³

et al. 2018

Preprint

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Our knowledge of the world shapes how we comprehend and remember events. These stored representations facilitate the establishment of "event models": constructs which unite the multiple temporally and spatially varying components of experience into a united whole. Interestingly, aspects of these models appear to be shared across brains. We investigated how these shared representations are affected by the presence of narrative context. Participants watched videos for which they had complete knowledge of the narrative, or only knowledge of the general scene and characters involved. Presence of narrative knowledge strengthened intersubject pattern similarity in the bilateral anterior temporal lobes and increased intersubject correlations in ventromedial prefrontal cortex as well as left angular and inferior frontal gyri. We propose that shared narrative knowledge constrains participants' interpretation of the videos and thereby results in greater alignment of their event models, leading to increased BOLD-related measures of neural similarity.

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Section: Discussionsupporting

confidence: 94%

The importance of semantic network brain regions in integrating prior knowledge with an ongoing dialogue

Raykov¹,

Keidel²,

Oakhill³

et al. 2018

Preprint

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“…Simple effects indicate that prior knowledge had a differential impact on estimates of recollection (MFamous = .783, MNon-famous = .571, SDdiff = 0.222; t(23) = 12.32, p < .0001, Cohen's d = .96), with no significant effect on familiarity (MFamous = .564, MNon-famous = .485, SDdiff = 0.323; t(23) = 1.81, p = .083, Cohen's d = .24). The benefit of prior knowledge on recollection estimates has been reported previously using this paradigm (see Bellana et al, 2019).…”

Section: Prior Knowledge and Encoding Duration Increase Likelihood Ofsupporting

confidence: 57%

“…Images were obtained from the Internet using Google image search. We included 128 highly recognizable faces and 128 age/race matched non-famous counterparts as stimuli, for a total of 256 faces (for further details, see Bellana, Mansour, Ladyka-Wojcik, Grady & Moscovitch, 2019). Both famous and non-famous stimulus pools were balanced in terms of sex (nmale = 64, nfemale = 64, for both famous and non-famous pools) and were all neutral to slightly positive in expression.…”

Section: Stimulimentioning

confidence: 99%

Recollection and prior knowledge recruit the left angular gyrus during recognition

Bellana¹,

Ladyka‐Wojcik

Lahan

et al. 2019

Preprint

Self Cite

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The human angular gyrus (AG) is implicated in recollection, or our ability to retrieve detailed memory content from a specific study episode. Parallel work also highlights a key role of the AG in the representation of general knowledge and semantics. How these two lines of research converge remains unclear. The present fMRI experiment used a remember-know paradigm with famous and non-famous faces to test whether activity in the AG could be modulated by both task-specific recollection and general prior knowledge in the same participants. Increased BOLD activity in the left AG was observed during both recollection in the absence of prior knowledge (i.e., recollected > non-recollected or correctly rejected non-famous faces) and when prior knowledge was accessed in the absence of recollection (i.e., famous > non-famous correct rejections). This pattern was unique to the left AG, and was not present in any other regions of the lateral inferior parietal lobe. Furthermore, the response profile of the left AG was consistent with accounts of recollection strength. Recollection-related activity was greater for faces with longer exposures at encoding than those with shorter exposures and was greater for stimuli with prior knowledge than those without, despite prior knowledge being incidental to the recognition decision. Therefore, the left AG is recruited during the access of both task-specific recollection and general prior knowledge, with greater activity as the amount of retrieved information increases, irrespective of its episodic or semantic nature. Significance StatementThe human angular gyrus (AG) is often implicated in our ability to remember past events. A separate line of research examining our ability to represent general knowledge has also highlighted the AG as a core region of interest. To reconcile these separate views of AG function, we used fMRI to test whether the human left AG was sensitive to remembering details from a specific study episode (i.e., recollection) or more general prior knowledge, within the same participants. Overall, activity in the left AG was sensitive to both recollection and prior knowledge, suggesting any complete functional account of the left AG during retrieval must consider its sensitivity to both kinds of mnemonic representations.

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“…Formative assessment serves as the instrument of the return feedback connection between a teacher and a student that helps to evaluate the present state of educational results at a certain period of time and elaborate a particular system of teaching and learning for the learner's future development, depending on certain goals and perspectives [Black et al, 2003;Dochy, 1992;Dochy et al, 1997;1999;Harrison, 2005;Shepard, 2000;Yin et al, 2008]. Prior knowledge within this context can be regarded as the structure that refers to several stages of formation [Bellana et al, 2021;Dong et al, 2020], which means that it serves as the basis for new formats of knowledge acquisition and new knowledge development within the students. Otherwise stated, as they get more new information, organized in accordance with certain structuring and applying algorithms, which thus becomes new knowledge, their knowledge possession level and amount become more profound and extensive.…”

Section: Introductionmentioning

confidence: 99%

The Role of Prior Knowledge in Formative Assessment for Linguistic Competence Development

Vishnyakova,

Markova,

Leonov

2023

PDC

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Formative assessment holds a pivotal role as a fundamental methodological category for evaluating students’ expertise levels before embarking on a new educational course. This monitoring approach revolves around the concept of prior knowledge, acting as the cornerstone for the development of new knowledge formats. The formative assessment procedure is designed to incorporate various methods, including tasks and surveys, with questionnaires being a key component. This study introduces a blended questionnaire tailored for first-year Master’s degree students majoring in linguistics. The questionnaire consists of four logically structured parts, systematically evaluating learners’ prior knowledge in the educational domains of General linguistics and Theory and Practice of the English language, with a specific focus on Modern English usage. Beyond theoretical inquiries, the blended questionnaire includes practical assignments, recognizing that linguistic knowledge is intricately linked to practical language skills. Thus, theoretical understanding is exemplified through actual linguistic representations. In addition to assessing prior knowledge, the questionnaire addresses students’ opinions on the formative assessment procedure’s educational utility. This extends to identifying their strengths and weaknesses in applying linguistic knowledge, aiding future curriculum planning and fostering a culture of overall assessment competency. Recognizing the significance of formative assessment for teachers’ professional growth, the study explores its role in constantly refining testing methods and updating materials to gauge students’ prior knowledge effectively. The obtained results underscore the need for further research in formative assessment, calling for the development of new identification methods and innovative formats for knowledge acquisition based on manifestations of prior knowledge. This study contributes to the ongoing discourse on formative assessment’s multifaceted role in shaping effective educational practices and enhancing both student and teacher learning experiences.

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The influence of prior knowledge on the formation of detailed and durable memories.

Cited by 3 publications

References 66 publications

The importance of semantic network brain regions in integrating prior knowledge with an ongoing dialogue

The importance of semantic network brain regions in integrating prior knowledge with an ongoing dialogue

Recollection and prior knowledge recruit the left angular gyrus during recognition

The Role of Prior Knowledge in Formative Assessment for Linguistic Competence Development

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