The influence of prior knowledge in intentional versus incidental concept learning.

Abstract

Previous research has demonstrated that background knowledge has a clear influence on concept learning. This influence, however, has been observed with a narrow range of intentional learning tasks. In the present experiments, the role of background knowledge was examined as a function of a variety of incidental learning tasks as well as with intentional learning tasks. The influence of prior knowledge was investigated by comparing the encoding of conceptually related co-occurrences with the encoding of conceptually unrelated co-occurrences. A clear influence of prior knowledge was observed with incidental encoding, and conceptual relatedness was found to have at least as powerful an influence with incidental as with intentional learning tasks. The results indicate that many types of knowledge-based influences will not vary as a function of encoding strategy. The pervasiveness and strength of the influence of background knowledge on concept learning are discussed.