Going beyond the lesson: Self-generating new factual knowledge in the classroom
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.
Journal of Experimental Child Psychology
Esposito, Alena G. and Bauer, Patricia J., "Going beyond the lesson: Self-generating new factual knowledge in the classroom" (2017). Psychology. 277.