Understanding Variation in Self-Derivation Performance: Individual and Study-Level Meta-Analyses of Bauer Memory Lab Self-Derivation Studies Público

Abstract

The current research was an examination of individual and study-level factors that explain the variation in performance on derivation of new semantic knowledge through integration of information. To examine these factors across all studies that examine self-derivation in the Bauer Memory Lab at Emory University, I used an individual participant data (IPD) meta-analysis and a traditional study-level meta-analysis. Using the IPD meta-analysis, I used six studies to examine the associations of verbal comprehension, semester (fall or spring) and the half of the semester, age, race, and gender with self-derivation, while controlling for the specific study. In the study-level meta-analysis, I used 11 studies to examine the associations of the presentation of facts modality, number of facts presented to learn, and assessment method with self-derivation. In the IPD meta-analysis, I found that age and verbal comprehension were significantly associated with self-derivation performance across studies and explained a significant portion of the variability in performance. Additionally, in the study-level meta-analysis, I found that none of the predictors explained any of the variability across studies. The present research strengthens previous findings that verbal comprehension is implicated with self-derivation performance by showing that this trend is consistent across multiple studies. In addition, this study provides greater insight into why some people perform vastly better at self-derivation tasks than others. Ultimately, these findings provide important general findings regarding factors implicated in the variation of self-derivation performance and establish future research goals to enhance understanding of semantic learning. 

Table of Contents

Introduction…………………………………………….….1

Study 1: Methods………………………………………….9

Study 1: Results……………………………………….…..13

Study 1: Discussion……………………………………….15

Study 2: Methods……………………………………….....16

Study 2: Results………………………………………...…19

Study 2: Discussion…………………………………….....20

General Discussion………………………………………..21

References……………………………………………...….27

Tables and Figures…………………………………….…..31 

About this Honors Thesis

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School	Emory College
Department	Psychology
Subfield / Discipline	Cognition and Development
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	Psychology, Cognitive
Palabra Clave	self-derivation, variability, verbal comprehension, meta-analysis, Bauer Memory
Committee Chair / Thesis Advisor	Dr. Patricia Bauer, Emory University
Committee Members	Dr. Jin Kim, Emory University Dr. Jessica Dugan, Emory University Dr. Yuk Fai Cheong, Emory University

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