Psychology
Self-derivation through memory integration: A model for accumulation of semantic knowledge
Document Type
Article
Abstract
Semantic knowledge accumulates through explicit means and productive processes (e.g., analogy). These means work in concert when information explicitly acquired in separate episodes is integrated, and the integrated representation is used to self-derive new knowledge. We tested whether (a) self-derivation through memory integration extends beyond general information to science content, (b) self-derived information is retained, and (c) details of explicit learning episodes are retained. Testing was in second-grade classrooms (children 7–9 years). Children self-derived new knowledge; performance did not differ for general knowledge (Experiment 1) and science curriculum facts (Experiment 2). In Experiment 1, children retained self-derived knowledge over one week. In Experiment 2, children remembered details of the learning episodes that gave rise to self-derived knowledge; performance suggests that memory integration is dependent on explicit prompts. The findings support nomination of self-derivation through memory integration as a model for accumulation of semantic knowledge and inform the processes involved.
Publication Title
Learning and Instruction
Publication Date
4-2020
Volume
66
ISSN
0959-4752
DOI
10.1016/j.learninstruc.2019.101271
Keywords
learning, memory, memory integration, self-derivation, semantic knowledge
Repository Citation
Bauer, Patricia J.; Esposito, Alena G.; and Daly, James J., "Self-derivation through memory integration: A model for accumulation of semantic knowledge" (2020). Psychology. 269.
https://commons.clarku.edu/faculty_psychology/269
