Self-derivation of new factual knowledge through memory integration in development

通过发展中的记忆整合自我衍生新的事实知识

• 批准号: 10186783
• 负责人: PATRICIA J. BAUER
• 金额: $ 31.81万
• 依托单位: EMORY UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-15 至 2024-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10186783
• 关键词: 11 year old; Academic achievement; Address; Adult; Age; Categories; Child; Childhood; Cognitive; Country; Crystallization; Data; Deductibles; Derivation procedure; Development; Economics; Education; Educational Status; Episodic memory; Exhibits; Expenditure; Fostering; Generations; Goals; Health; Individual; Individual Differences; Instruction; Investments; Knowledge; Learning; Life; Link; Liquid substance; Measures; Memory; Mental Health; Modeling; Morbidity - disease rate; Museums; Names; Outcome; Pattern; Personal Satisfaction; Process; Reading; Research; Retrieval; Secondary Schools; Semantic memory; Semantics; Short-Term Memory; Socioeconomic Status; Source; Students; Suggestion; Techniques; Testing; Thermometers; Time; United States; Variant; Work; age related; base; cognitive ability; cognitive function; cohort; college; course development; elementary school; executive function; experience; individual variation; knowledge base; novel; physical conditioning; recruit; skills; stability testing; success

A major educational goal is to build a knowledge base. To foster this goal, educators employ numerous techniques & strategies, including direct instruction, reading, & discussion, to name a few. Importantly, for education to have its maximum impact, learners must go beyond what is directly given to generate novel understandings. Without this capacity, learning would proceed exceedingly slowly, as each fact is acquired in turn. Fortunately, learners are not restricted to acquisition of information in this tedious way. Instead, they employ (deliberately or otherwise) a number of logical processes that permit valid extensions of knowledge through self-generation of new information. One such productive process is the subject of the proposed research, namely, self-derivation of new factual knowledge through integration of separate yet related episodes of new learning. The process requires that information newly learned in one episode (e.g., liquids expand with heat) be integrated with information newly learned in another (e.g., thermometers contain liquid) to derive new knowledge (thermometers work because liquid expands as heat increases). Such novel understandings are the currency of academic as well as vocational success. Our research has revealed both individual and age-related variability in this productive process in childhood. The mechanisms involved in this form of productive knowledge extension, & that contribute to age-related variability therein, have yet to be explicated. Moreover, whether individual variability is stable over time, and the domain-general cognitive abilities and component processes that relate to it, have yet to be examined systematically. Answers to these questions are vital because self-derivation of new knowledge through integration is linked to academic success in children (Esposito & Bauer 2017) & adults (Varga, Esposito & Bauer 2018). Accordingly, Aim 1 is to explicate patterns of age-related change and individual developmental trajectories in self-derivation and retention of new factual knowledge through integration across the elementary school years. This aim will be addressed in two cohorts of children tested at yearly intervals for 3 years: Cohort 1: ages 7, 8, & 9; Cohort 2: ages 9, 10, & 11. Aim 2 is to identify sources of variability in self-derivation and retention of new factual knowledge. We will test concurrent & longitudinal predictors from two categories: (A) General cognitive abilities including working & episodic memory (a.k.a. “fluid” abilities) & the depth and breadth of accumulated semantic knowledge (a.k.a. “crystallized” abilities; Aim 2a). (B) How effectively the component processes involved in integration & self-derivation are carried out (Aim 2b). By explicating the mechanisms of this productive process and the variables that limit its rate of development, we advance the ultimate goal of developing means of facilitating accrual of knowledge, and thus positive developmental, educational, and vocational outcomes.

一个主要的教育目标是建立知识库。为了实现这一目标，教育工作者聘请了众多 技巧和策略，包括直接指导、阅读和讨论等。重要的是，对于 教育要发挥最大影响，学习者必须超越直接给予的内容，以产生新奇的东西 的理解。如果没有这种能力，学习就会进展得非常缓慢，因为每个事实都是在 转动。幸运的是，学习者并不局限于以这种乏味的方式获取信息。相反，他们 采用（故意或其他方式）一些允许有效扩展知识的逻辑过程 通过自我生成新信息。一个这样的生产过程是拟议的主题 研究，即通过整合独立但相关的事件来自我推导新的事实知识 新的学习。该过程要求在一个情节中新学到的信息（例如，液体随着膨胀而膨胀） 热）与另一个新学到的信息（例如，温度计含有液体）相结合，得出 新知识（温度计工作是因为液体随着热量的增加而膨胀）。此类新颖的理解是 学术和职业成功的货币。我们的研究揭示了童年时期这一生产过程的个体差异和与年龄相关的差异。这种生产形式所涉及的机制 知识扩展以及导致其中与年龄相关的变异性的因素尚未得到解释。而且， 个体变异是否随时间稳定，以及领域一般认知能力和组成部分 与之相关的过程还有待系统地审查。这些问题的答案至关重要，因为 通过整合自我衍生新知识与儿童的学业成功相关（Esposito & Bauer 2017）和成人（Varga、Esposito 和 Bauer 2018）。因此，目标 1 是解释与年龄相关的模式 自我衍生和保留新事实知识的变化和个人发展轨迹 通过整个小学阶段的整合。这个目标将在两组儿童中实现 每年进行一次测试，持续 3 年： 第 1 组：7、8 和 9 岁；第 2 组：9、10 和 11 岁。目标 2 是确定 自我推导和保留新事实知识的可变性来源。我们将测试并发& 纵向预测因素分为两类：(A) 一般认知能力，包括工作能力和情景能力 记忆（又名“流动”能力）和积累的语义知识的深度和广度（又名“流动”能力） “结晶”能力；目标 2a)。 (B) 涉及集成和自推导的组件过程的执行效率如何（目标 2b）。通过解释这一生产过程的机制和 限制其发展速度的变量，我们推进发展促进手段的最终目标 知识的积累，从而产生积极的发展、教育和职业成果。