Bauer Patricia J, Blue Shala N, Xu Aoxiang, Esposito Alena G
Department of Psychology, Emory University.
Dev Psychol. 2016 Jul;52(7):1024-37. doi: 10.1037/dev0000130. Epub 2016 Jun 2.
We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and integrated the information and used it to further extend their semantic knowledge, as evidenced by high levels of correct responses in open-ended and forced-choice testing. In Experiment 2, on half of the trials, the to-be-integrated facts were read by an experimenter (as in Experiment 1) and on half of the trials, children read the facts themselves. Self-generation performance was high in both conditions (experimenter- and self-read); in both conditions, self-generation of new semantic knowledge was related to an independent measure of children's reading comprehension. In Experiment 3, the way children deployed cognitive resources during reading was predictive of their subsequent recall of newly learned information derived through integration. These findings indicate self-generation of new semantic knowledge through integration in school-age children as well as relations between this productive means of extension of semantic memory and cognitive processes engaged during reading. (PsycINFO Database Record
我们研究了7至10岁儿童通过自我生成新的事实性知识来对语义记忆进行生产性扩展的情况，这些新知识是通过整合通过教学或阅读学到的独立但相关的事实而得来的。在实验1中，由一名实验者阅读需要整合的事实。孩子们成功地学习并整合了这些信息，并将其用于进一步扩展他们的语义知识，这在开放式和强制选择测试中的高正确率中得到了证明。在实验2中，在一半的试验中，由一名实验者阅读需要整合的事实（如实验1），在另一半试验中，孩子们自己阅读这些事实。在两种条件下（实验者阅读和自我阅读）自我生成的表现都很高；在两种条件下，新语义知识的自我生成都与儿童阅读理解的一项独立测量指标相关。在实验3中，孩子们在阅读过程中部署认知资源的方式预测了他们随后对通过整合获得的新学信息的回忆。这些发现表明学龄儿童通过整合自我生成新的语义知识，以及这种语义记忆扩展的生产性方式与阅读过程中涉及的认知过程之间的关系。（《心理学文摘数据库记录》 ）
