Esposito Alena G, Bauer Patricia J
Department of Psychology, Emory University, Atlanta, GA 30322, USA.
Department of Psychology, Emory University, Atlanta, GA 30322, USA.
J Exp Child Psychol. 2018 Dec;176:55-72. doi: 10.1016/j.jecp.2018.07.011. Epub 2018 Aug 10.
Self-derivation of new factual knowledge through integration of separate episodes of learning is one means by which children build knowledge. Content generated in this manner becomes incorporated into the knowledge base and is retained over time; successful self-derivation predicts academic achievement. Yet the component processes on which self-derivation through integration depends are as yet unknown. In parallel studies with 6- and 8-year-olds (N = 41; Experiment 1) and 8- and 10-year-olds (N = 40; Experiment 2), we tested a number of predictors related to other productive processes and learning (reasoning, executive functions, verbal comprehension, and long-term retrieval). Across studies, with different methods, only verbal comprehension, a measure of accumulated semantic knowledge, accounted for unique variance in self-derivation through integration performance. The results indicate that self-derivation through integration of separate episodes relates to accumulation of knowledge and the ability to recruit the knowledge in the service of specific task demands. Implications for cognitive training and transfer are discussed.
通过整合不同的学习片段自行推导新的事实性知识，是儿童积累知识的一种方式。以这种方式生成的内容会被纳入知识库，并随着时间的推移得以保留；成功的自行推导可预测学业成绩。然而，通过整合进行自行推导所依赖的组成过程尚不清楚。在针对6岁和8岁儿童（N = 41；实验1）以及8岁和10岁儿童（N = 40；实验2）的平行研究中，我们测试了一些与其他生成性过程和学习相关的预测因素（推理、执行功能、语言理解和长期检索）。在不同研究中，采用不同方法，只有语言理解（一种积累语义知识的指标）能够解释通过整合表现进行自行推导中的独特方差。结果表明，通过整合不同片段进行自行推导与知识积累以及根据特定任务需求调用知识的能力有关。文中还讨论了对认知训练和迁移的启示。
