Psychology
Going beyond the lesson: Self-generating new factual knowledge in the classroom
Document Type
Article
Abstract
For children to build a knowledge base, they must integrate and extend knowledge acquired across separate episodes of new learning. Children's performance was assessed in a task requiring them to self-generate new factual knowledge from the integration of novel facts presented through separate lessons in the classroom. Whether self-generation performance predicted academic outcomes in reading comprehension and mathematics was also examined. The 278 participating children were in kindergarten through Grade 3 (mean age = 7.7 years, range = 5.5–10.3). Children self-generated new factual knowledge through integration in the classroom; age-related increases were observed. Self-generation performance predicted both reading comprehension and mathematics academic outcomes, even when controlling for caregiver education.
Publication Title
Journal of Experimental Child Psychology
Publication Date
1-2017
Volume
153
First Page
110
Last Page
125
ISSN
0022-0965
DOI
10.1016/j.jecp.2016.09.003
Keywords
academic performance, elementary education, integration, knowledge extension, learning, self-generation
Repository Citation
Esposito, Alena G. and Bauer, Patricia J., "Going beyond the lesson: Self-generating new factual knowledge in the classroom" (2017). Psychology. 277.
https://commons.clarku.edu/faculty_psychology/277
