PS-I effectiveness did not depend on the breadth of prior knowledge activated, but on activation of relevant prior knowledge¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Brand et al. (2025) found no difference between conditions with high or low coverage of conceptual components, and intermediate knowledge correlated significantly with conceptual knowledge outcomes. → Katharina Loibl 2025

Evidence¶

Katharina Loibl 2025¶

Katharina Loibl, Valentina Nachtigall, Timo Leuders. (2025). Advances in research on composite instructional designs – investigating intermediate knowledge and preparation effects. Instructional Science. https://doi.org/10.1007/s11251-025-09751-6

q2 · i? · review · r2

The editorial reports, citing Brand et al. (2025), a vicarious problem-solving study manipulating the breadth of activated relevant prior knowledge; there was "no difference between the conditions with high or low coverage of conceptual components". The intermediate knowledge correlation is reported as significant, with no effect size printed.

"they found no difference between the conditions with high or low coverage of conceptual components. The intermediate knowledge was significantly correlated with students’ conceptual knowledge outcomes"

Discussion¶

Related Claims¶

• Prior knowledge is not significantly related to test performance in this sample — related
• PS-I effects did not replicate in all domains: null sequence effects in Bayesian reasoning, javelin throwing, and inquiry-skill sequencing — related
• Productive Failure Improves Conceptual Learning — related
• Across studies, high solution rates in the initial problem-solving phase co-occur with beneficial PS-I effects and low rates with no beneficial effects, a cross-study pattern not yet tested in a shared sample — related