Development of self-derivation through memory integration and relations with world knowledge.
Memory
; 32(8): 981-995, 2024 Sep.
Article
in En
| MEDLINE
| ID: mdl-38968421
ABSTRACT
Accumulating world knowledge is a major task of development and education. The productive process of self-derivation through memory integration seemingly is a valid model of the process. To test the model, we examined relations between generation and retention of new factual knowledge via self-derivation through integration and world knowledge as measured by standardised assessments. We also tested whether the productive process of self-derivation predicted world knowledge even when a measure of learning through direct instruction also was considered. Participants were 162 children ages 8-12 years (53% female; 15% Black, 6% Asian, 1% Arab, 66% White, 5% mixed race, 7% unreported; 1% Latinx). Age accounted for a maximum of 4% of variance in self-derivation and retention. In contrast, substantial individual variability related to general knowledge and content knowledge in several domains, explaining 20-40% variance. In each domain for which self-derivation performance was a unique predictor, it explained a nominally greater share of the variance than the measure of learning through direct instruction. The findings imply that individual variability in self-derivation has functional consequences for accumulation of semantic knowledge across the elementary-school years.
Key words
Full text:
1
Collection:
01-internacional
Database:
MEDLINE
Main subject:
Memory
Limits:
Child
/
Female
/
Humans
/
Male
Language:
En
Journal:
Memory
Year:
2024
Document type:
Article