Developments in extension of knowledge through integration of separate episodes

通过整合单独的情节来扩展知识

• 批准号: 8471221
• 负责人: PATRICIA J. BAUER
• 金额: $ 4.81万
• 依托单位: EMORY UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-02-16 至 2015-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8471221
• 关键词: 4 year old; 6 year old; 8 year old; Affect; Age; Anxiety; Attention; Books; Child; Cognitive; Development; Educational process of instructing; Elements; Event; Failure; Generations; Individual; Investigation; Knowledge; Learning; Link; Literature; Memory; Mental Depression; Mental Health; Nursery Schools; Outcome; Probability; Problem Solving; Process; Reading; Relative (related person); Research; Research Personnel; Resistance; Retrieval; Risk; School-Age Population; Schools; Semantic memory; Semantics; Series; Side; Testing; Time; age group; age related; expectation; experience; improved; knowledge base; neglect; novel; psychologic; rehearsal; research study; response; success

DESCRIPTION (provided by applicant): Like most psychological phenomena, learning and memory are influenced by many factors and undergo pronounced changes with development. Moreover, they interact with one another: what a child has learned in the past influences (though does not determine) what s/he remembers, and what a child remembers from an experience constrains what s/he learns from it. Although learning and memory are intimately linked, the question of how children build up a knowledge base from the individual events that they experience and remember has not been a focus of attention in the developmental literature. The relevance of the complementary question-how children keep individual episodes separate in memory- has been acknowledged for some time and has received considerable attention. Yet the fundamental question of how children connect individual episodes in time so that they contribute to the development of a general knowledge base has gone largely unexplored. The question is especially relevant as children enter the school years and find themselves in settings that demand that they integrate information that has been acquired at different times and in different contexts. Initial studies supported by R03 HD57291 demonstrated that 4- and 6-year-old children integrate between episodes under optimal testing circumstances. The proposed extension of this research has three specific aims: 1) To examine age-related changes in integration by preschool and early school-age children under conditions that more closely mimic those they encounter in educational and incidental learning situations. 2) To test factors expected to increase versus decrease the probability of integration of information learned in separate episodes. 3) To examine possible consequences of self-generation of knowledge through integration- relative to information explicitly taught-including more robust retention and greater resistance to interference. These three aims are pursued in 7 experiments with children 4, 6, and 8 years of age. The age range was selected because it is during this time that the demands of formal schooling are introduced, including the expectation that children will accumulate information over the course of a term, and integrate it.

描述（由申请人提供）：像大多数心理现象一样，学习和记忆都受许多因素的影响，并且在发展中发生了明显的变化。此外，他们彼此互动：一个孩子过去学到的影响（尽管没有决定）他/他记得什么，以及孩子从经验中记得的东西限制了他/他从中学到的东西。尽管学习和记忆密切相关，但孩子如何从他们经历和记住的个人事件中建立知识库的问题并不是发展文献中的关注。补充问题的相关性 - 孩子如何将单个情节分开 - 已被认可了一段时间，并受到了广泛的关注。然而，孩子们如何及时连接各个情节的基本问题，从而有助于开发一般知识基础。当孩子进入学年时，问题尤其重要，并发现自己在要求他们整合在不同时间和不同情况下收购的信息。 R03 HD57291支持的初步研究表明，在最佳测试情况下，4岁儿童和6岁的儿童在发作之间整合。这项研究的拟议扩展具有三个具体的目的：1）在更紧密地模仿他们在教育和偶然的学习情况下遇到的情况下，学龄前和学龄儿童与年龄相关的融合变化。 2）预计要增加的测试因素与减少在单独发作中学到的信息整合的可能性。 3）通过集成相对于信息明确教授的知识自我产生的可能后果，包括更强大的保留和对干扰的更大抵抗力。这三个目标是在7岁儿童4、6和8岁的7个实验中追求的。之所以选择年龄范围，是因为在此期间引入了正规教育的需求，包括期望儿童在学期中积累信息并将其整合。