Prior knowledge
If the basis for learning is being able to fit new concepts/ideas into one’s consciousness based on some prior knowledge, as cognitive theory suggests, then we have to be able to define “prior knowledge.” This is simply another way of saying “what we already know.” Simply put, if you think of the brain like a computer, prior knowledge represents the information already on the hard drive. In cognitive theory prior knowledge is whatever is in the permanent memory. Cognitive theory is based on the idea that learning occurs when the student compares what is being learned, or tossed around in the working memory to what is already known in the permanent memory. I would liken it to finding a new shirt and trying to find space for it in your closet. If it is a totally new kind of shirt, you first must identify it as a shirt, therefore distinctive from pants or shoes, but not entirely unlike other shirts or jackets you may have. Then you pick out specific features of the shirt which distinguish it from other shirts, but guide the process of choosing where to put it. The process of describing the item and figuring out where to put it would fall under the subset of cognitive theory known as concept learning. You’re already familiar with the concept “shirt” but now need to identify distinguishing characteristics of this new shirt to place it in context. In this example, the concept “shirt” represents your prior knowledge, while the process of picking out key characteristics of this new shirt (buttons, collars, etc.) represents the act of learning. Constructivist theory suggests that your concept of “shirt” is determined by your previous experiences with shirts, and that you’ll fit this new shirt in somewhere, and alter your concept of shirt as you experience this new item. Just as everyone has their own unique style, everyone has their own unique concept of “shirt” based on their previous experiences with shirts, therefore, everyone will learn this new shirt based on this unique worldview.
