Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy. Gurlitt, J. & Renkl, A. Instructional Science, 38(4):417–433, January, 2009. ![Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation. Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling these lines, specifying the type of the semantic relationships. In the first experiment, employing a within-subjects design, 20 psychology students completed a label-provided-lines eco- nomics mapping task and then a create-and-label-lines meteorology mapping task or vice versa. The analysis of 40 think-aloud protocols indicated more elaboration processes for the label-provided-lines task than for the create-and-label-lines task. On the other hand, the protocols indicated more model-construction and organization processes in the create-and- label-lines task. The second experiment used the same variation but focused on learning outcomes and perceived self-efficacy as dependent measures. Forty-two psychology stu- dents were randomly assigned to either a label-provided-lines mapping task or a create- and-label-lines mapping task. Subsequently, both groups completed a learning phase in a hypertext environment and a posttest. Results showed substantial differences in learning outcomes and perceived self-efficacy in favor of the label-provided-lines prior knowledge activation task. The findings are congruent with coherence effects found in text-compre- hension research and support the position that concept mapping should not be seen as a unitary method but be differentiated according to the specific tasks to be completed.
@article{gurlitt_prior_2009,
title = {Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy},
volume = {38},
issn = {0020-4277},
url = {http://www.springerlink.com/index/10.1007/s11251-008-9090-5},
doi = {10.1007/s11251-008-9090-5},
abstract = {Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation. Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling these lines, specifying the type of the semantic relationships. In the first experiment, employing a within-subjects design, 20 psychology students completed a label-provided-lines eco- nomics mapping task and then a create-and-label-lines meteorology mapping task or vice versa. The analysis of 40 think-aloud protocols indicated more elaboration processes for the label-provided-lines task than for the create-and-label-lines task. On the other hand, the protocols indicated more model-construction and organization processes in the create-and- label-lines task. The second experiment used the same variation but focused on learning outcomes and perceived self-efficacy as dependent measures. Forty-two psychology stu- dents were randomly assigned to either a label-provided-lines mapping task or a create- and-label-lines mapping task. Subsequently, both groups completed a learning phase in a hypertext environment and a posttest. Results showed substantial differences in learning outcomes and perceived self-efficacy in favor of the label-provided-lines prior knowledge activation task. The findings are congruent with coherence effects found in text-compre- hension research and support the position that concept mapping should not be seen as a unitary method but be differentiated according to the specific tasks to be completed.},
number = {4},
journal = {Instructional Science},
author = {Gurlitt, Johannes and Renkl, Alexander},
month = jan,
year = {2009},
keywords = {concept mapping á coherence, is concept mapping a, is prior knowledge activation, knowledge activation matter, memory, mental set á hypertext, only the activation of, or does the specific, prior knowledge activation á, specific concepts in long-term, task used for prior, á},
pages = {417--433}
}
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Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling these lines, specifying the type of the semantic relationships. In the first experiment, employing a within-subjects design, 20 psychology students completed a label-provided-lines eco- nomics mapping task and then a create-and-label-lines meteorology mapping task or vice versa. The analysis of 40 think-aloud protocols indicated more elaboration processes for the label-provided-lines task than for the create-and-label-lines task. On the other hand, the protocols indicated more model-construction and organization processes in the create-and- label-lines task. The second experiment used the same variation but focused on learning outcomes and perceived self-efficacy as dependent measures. Forty-two psychology stu- dents were randomly assigned to either a label-provided-lines mapping task or a create- and-label-lines mapping task. 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