Eight-Year-Olds' Attributions of the Origins of Self-Generated Knowledge Open Access

Abstract

The present research was an investigation of eight-year-olds' memory for the context of their newly self-generated knowledge. Children were read pairs of story passages presenting novel facts that could be integrated to self-generate new factual knowledge. They also were read pairs of story passages in which the new factual knowledge was explicitly taught. Following a one-week delay, we asked them to identify where they learned each fact from a set of choices. In the Explicitly-Taught condition, children reliably selected the correct story as the source of their new knowledge. In the Self-Generation condition, selection of an internal versus an external source was at chance. Yet children who selected an external source as the origin of their new knowledge consistently selected the second story in each pair; the second story was the first opportunity to generate the new knowledge. The results indicate that children are generally uncertain as to the source of their self-generated knowledge but they may be aware, on some level, of the relations between the stories after learning the second fact in each story pair.

Table of Contents

Introduction 1

Method 8

Results 14

Discussion 18

References 23

Appendix 25

Tables 26

About this Master's Thesis

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School	Laney Graduate School
Department	Psychology
Degree	MA
Submission	Master's Thesis
Language	English
Research Field	Psychology, Cognitive Psychology, General Psychology, Developmental
Keyword	source memory learning memory integration knowledge self-generation
Committee Chair / Thesis Advisor	Bauer, Patricia, Emory University
Committee Members	Hampton, Robert, Emory University Wolff, Phillip, Emory University

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