Bauer Patricia J, Larkina Marina
Emory University.
Child Dev. 2017 Jan;88(1):247-262. doi: 10.1111/cdev.12584. Epub 2016 Jun 24.
In accumulating knowledge, direct modes of learning are complemented by productive processes, including self-generation based on integration of separate episodes. Effects of the number of potentially relevant episodes on integration were examined in 4- to 8-year-olds (N = 121; racially/ethnically heterogeneous sample, English speakers, from large metropolitan area). Information was presented along with unrelated or related episodes; the latter challenged children to identify the relevant subset of episodes for integration. In Experiment 1, 4- and 6-year-olds integrated in the unrelated context. Six-year-olds also succeeded in the related context in forced-choice testing. In Experiment 2, 8-year-olds succeeded in open-ended and forced-choice testing. Results illustrate a developmental progression in productive extension of knowledge due in part to age-related increases in identification of relevant information.
在积累知识的过程中，直接学习模式会辅以生成性过程，包括基于整合不同片段进行自我生成。研究了4至8岁儿童（N = 121；来自大城市地区的种族/民族多样化样本，说英语）中潜在相关片段数量对整合的影响。信息与不相关或相关片段一同呈现；后者要求儿童识别用于整合的相关片段子集。在实验1中，4岁和6岁儿童在不相关情境中进行了整合。6岁儿童在强制选择测试的相关情境中也取得了成功。在实验2中，8岁儿童在开放式和强制选择测试中均取得了成功。结果表明，知识的生成性扩展存在发展进程，部分原因是与年龄相关的识别相关信息能力的提高。
