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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

基本信息

批准号：
10643973
负责人：
PATRICIA J. BAUER
金额：
$ 31.66万
依托单位：
EMORY UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-15 至 2025-05-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10643973
关键词：
11 year old Academic achievement Address Adult Age Categories Child Childhood Cognitive Country Crystallization Data 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 Productivity Reading Research Retrieval Secondary Schools Semantic memory Semantics Short-Term Memory Socioeconomic Status Source Students Suggestion Techniques Testing Thermometers Time United States Variant Vocation Work age related 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 verbal

项目摘要

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一个知识库。为了实现这一目标，教育工作者雇佣了许多技巧和策略，包括直接指导、阅读和讨论，仅举几例。重要的是，对于教育要产生最大的影响，学习者必须超越直接给予的东西来产生新奇理解。如果没有这种能力，学习将进行得极其缓慢，因为每个事实都是在转弯。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，他们使用(有意或无意的)允许有效扩展知识的许多逻辑过程通过自我生成新的信息。一个这样的富有成效的进程是拟议的研究，即通过整合不同但又相关的情节自我得出新的事实知识新的学习成果。这一过程需要在一个情节中新学到的信息(例如，液体随着热)与在另一个(例如，温度计包含液体)中新学到的信息相结合以得出新知识(温度计工作是因为液体随着热量的增加而膨胀)。这种新奇的理解是学术和职业成就的通行证。我们的研究揭示了童年时期这一生产过程中的个体和与年龄相关的变异性。这种形式的生产力所涉及的机制知识扩展&造成其中与年龄相关的变异性的因素尚不清楚。此外，个体变异性是否随时间稳定，以及领域一般认知能力和成分与之相关的进程还有待系统地审查。这些问题的答案至关重要，因为通过融合自我获取新知识与儿童的学业成功有关(埃斯波西托和鲍尔2017)和成人(瓦尔加、埃斯波西托和鲍尔2018)。因此，目标1是解释与年龄相关的模式自我派生和保留新事实知识的变化与个体发展轨迹通过整个小学阶段的融合。这一目标将在两组儿童中实现每隔3年每年进行一次测试：第一组：7岁、8岁和9岁；第二组：9岁、10岁和11岁。目标2是识别自我推导和保留新的事实知识的可变性来源。我们将测试并发& 来自两个类别的纵向预测因子：(A)包括工作和情景的一般认知能力内存(也称为“流动的”能力)&积累的语义知识的深度和广度(又名。 “结晶”能力；目标2a)。(B)整合和自我衍生所涉及的组成部分进程的执行效率如何(目标2b)。通过解释这一生产过程的机制和制约其发展速度的变数，我们提出了开发手段的终极目标知识的积累，从而产生积极的发展、教育和职业成果。