Department of Psychology, Clark University, Worcester, Massachusetts, USA.
Department of Psychology, Emory University, Atlanta, Georgia, USA.
Child Dev. 2022 Nov;93(6):1777-1792. doi: 10.1111/cdev.13819. Epub 2022 Jun 27.
Children are on a quest for knowledge. To achieve it, children must integrate separate but related episodes of learning. The theoretical model of memory integration posits that the process is supported by component cognitive abilities. In turn, memory integration predicts accumulation of a knowledge base. We tested this model in two studies (data collected in 2016-2018) with second (8-year-olds; n = 391; 196 female; 36% Black, 27% Hispanic/Latinx, 29% White, and 8% multiracial) and third (9-year-olds; n = 282; 148 female; 36% Black, 31% Hispanic/Latinx, 27% White, and 5% multiracial) graders. The results support the theoretical model and the role of verbal comprehension in learning new information, and also indicate that verbal comprehension alone is not sufficient to build knowledge.
儿童在追求知识。为了实现这一目标，儿童必须整合独立但相关的学习片段。记忆整合的理论模型假设，这个过程由组成认知能力来支持。反过来，记忆整合又预测知识基础的积累。我们在两项研究中（2016-2018 年收集的数据）检验了这一模型，参与者是二年级（8 岁；n=391；196 名女性；36%黑人，27%西班牙裔/拉丁裔，29%白人，8%多种族）和三年级（9 岁；n=282；148 名女性；36%黑人，31%西班牙裔/拉丁裔，27%白人，5%多种族）的学生。结果支持了理论模型和言语理解在学习新信息中的作用，同时也表明，仅言语理解不足以构建知识。
