The Whole is Greater than the Sum of its Parts: The Self-generation of Knowledge in School-Aged Children Öffentlichkeit

Abstract

Abstract

The Whole is Greater than the Sum of its Parts: The Self-generation of Knowledge in
School-Aged Children

The present research investigated the effect of delay on the generation and retention of
knowledge newly derived through integration by 6-year-old children. Participants were
presented with novel facts from passages read aloud to them and tested for integration of
related content under varying delay manipulations. In Experiment 1, children retained
integrated memory traces after a one-week delay and the process of integration appeared
to promote memory for the corresponding individual facts. In Experiment 2, we
examined the effect of a delay between to-be-integrated facts or after the facts and before
the test and found that integration performance was substantially diminished in both
conditions. The results indicate the importance of tests for promoting integration as well
as for retaining newly self-generated and explicitly taught information.

Table of Contents

TABLE OF CONTENTS Introduction ..........................................................................1

Semantic Representation and Reasoning Abilities ...……………….…………..2

Extending Knowledge through Integration ……...…………..…………………....3

The Current Study ……………………………………………………………….............. 5

Experiment 1 ........................................................................ 8

Method ………………………………………………………………………….................... 8

Scoring …………………………………………………………………………...................13

Results and Discussion …………………………………………………………............14

Experiment 2 .......................................................................16

Method ………………………………………………………………………….................. 16

Scoring ………………………………………………………………………….................. 19

Results and Discussion …………………………………………………………........... 19

General Discussion .............................................................. 21

The Generation Effect Derived through Testing ………………………………. 22

The Effect of Temporal Spacing on Integration ………………………………. 23

Conclusions ...…………………………………………………………………................ 26

References ......................................................................... 28

Appendix A ......................................................................... 32

Tables ................................................................................ 33 Figures ............................................................................... 37

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, Developmental
Stichwort	Self-generation Knowledge Extension Integration
Committee Chair / Thesis Advisor	Bauer, Patricia, Emory University
Committee Members	Bachevalier, Jocelyne, Emory University Wolff, Phillip, Emory University

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