Bauer Patricia J, Lee Katherine A, Dugan Jessica A, Cronin-Golomb Lucy M
Department of Psychology, Emory University, Atlanta, GA 30322, USA.
Department of Psychology, Emory University, Atlanta, GA 30322, USA.
J Exp Child Psychol. 2025 Feb;250:106120. doi: 10.1016/j.jecp.2024.106120. Epub 2024 Nov 12.
Knowledge accumulates through direct instruction and as a consequence of productive memory processes. We report a longitudinal investigation of correlates of the specific productive process of self-derivation through memory integration, targeted because it is a compelling model of accumulation of semantic information. We sampled 148 children aged 8 to 12 years at enrollment. At each of two waves 1 year apart, children were tested on self-derivation through integration and on a battery of potential predictors thereof: cognitive abilities (recall of directly taught facts, verbal comprehension, visualization, visual-auditory learning, and working memory), educational experiences, and family socioeconomic status. Age-related variability was eclipsed by relatively stable individual variability. In both concurrent and longitudinal models, the only significant predictor of self-derivation was recall of directly taught facts. Together with prior research, the results suggest that self-derivation of new knowledge through integration is an individual trait not subsumed by general verbal and spatial skills.
知识通过直接指导以及富有成效的记忆过程而积累。我们报告了一项纵向调查，该调查针对通过记忆整合进行自我推导这一特定富有成效的过程的相关因素，之所以选择这一过程作为目标，是因为它是语义信息积累的一个引人注目的模型。我们在入学时对148名8至12岁的儿童进行了抽样。在相隔1年的两次测试中，对儿童进行了通过整合进行自我推导的测试，以及一系列可能的预测因素的测试：认知能力（对直接传授的事实的回忆、言语理解、视觉化、视听学习和工作记忆）、教育经历和家庭社会经济地位。与年龄相关的变异性被相对稳定的个体变异性所掩盖。在同时性模型和纵向模型中，自我推导的唯一显著预测因素是对直接传授的事实的回忆。与先前的研究一起，结果表明通过整合进行新知识的自我推导是一种个体特质，并不包含在一般的言语和空间技能之中。
