Subjects with a more developed schema for a body of knowledge show higher recall for materials related to that knowledge¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 1992 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Subjects with a more developed schema for some body of knowledge show higher recall for materials related to that knowledge, with most cited studies involving narratives. → Bigenho 1992

Evidence¶

Bigenho 1992¶

Bigenho, Frederick W., Jr. (1992). Conceptual Developments in Schema Theory. https://eric.ed.gov/?id=ED351392

q2 · i? · review · r3

The essay cites Brewer and Nakamura (1984) for this basic finding, noting that "two of three studies cited involved narratives, stories that are rich in related events or incidents." No effect size is printed.

"The basic finding is that subjects with a more developed schema for somebody of knowledge show higher recall for materials related to that knowledge"

Discussion¶

Related Claims¶

• Prior Knowledge Determines New Learning — the general claim this finding bears on, with the studies behind it
• Pretend play enactment of stories facilitates narrative recall and expression over shorter time periods but not later unprompted recall — related
• Advance organizers produce a small average learning benefit, larger for high-ability than for low-ability learners — related
• Recall from bar graphs is more accurate when the recall format matches the studied graph format, a small effect that the content's thematic emphasis can override — related
• Question prompts improve learning — related
• Questioning Strategies Improve Learning — related
• Readers given a perspective or schema recall more text information than readers instructed to carefully read the story — a narrower finding that bears on this claim
• Prior biology knowledge tentatively moderates material effectiveness: non-STEM students favor narratives, STEM students favor expository texts for recall and understanding — related