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.
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About this Master's Thesis
|Committee Chair / Thesis Advisor
|Eight-Year-Olds' Attributions of the Origins of Self-Generated Knowledge ()
|2018-08-28 11:13:46 -0400