Preassessment of Topical Knowledge: A Validation and an Extension

Abstract

Prior to reading a passage about planets, sixth-graders' free associations about key words taken from the passage were solicited. Free associations were scored both qualitatively and quantitatively to find out which scoring of topical knowledge better predicted students' comprehension of the planet passage. Both measures successfully predicted overall recall, independent of IQ and reading level, although quantitative prior knowledge was a better predictor. Recall predictions made by the students themselves typically exhibited limited insights into metamemorial processes, demonstrating that students did not specifically consider their prior knowledge about planets in making their predictions.