Children retain self-derived knowledge over a one-week delay in classroom settings, with performance increasing from Session 1 to Session 2¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i2medium
Currency · newest study 2020 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Second-grade children recalled self-derived integration facts at high levels one week after classroom learning, with open-ended recall increasing significantly from Session 1 to Session 2 (d = .40). → Bauer 2020
Evidence¶
Bauer 2020¶
Bauer, P. J., Esposito, A. G., & Daly, J. J. (2020). Self-derivation through memory integration: A model for accumulation of semantic knowledge. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2019.101271
q3 · i2 · causal · r1
One-week retention test in the classroom experiment with 96 second-graders. Open-ended recall of self-derived integration facts rose from a mean of 1.53 at Session 1 to 1.95 at Session 2; "a statistically significant increase in performance from Session 1 by a mean of .42" (t(95) = 4.03, p < .001, d = .40). Combined recall/recognition score was 3.45 of 4.
"This represents a statistically significant increase in performance from Session 1 by a mean of .42, 95% CI[.21 to .62], t(95) = 4.03, p < .001, d = .40."
Discussion¶
Learner Variables¶
- Arithmetic Fact Retrieval — outcome: instruction changes it
- Long-Term Memory — outcome: instruction changes it
Related Claims¶
- Second-grade children self-derive new factual knowledge through integration of separate yet related learning episodes in classroom settings — related
- Self-derivation performance is positively correlated with stem-fact memory and predicts retention of self-derived knowledge one week later — related
- Skilled comprehenders show superior one-week retention of a taught knowledge base despite comparable immediate recall — related
- Multiple-choice testing improves later cued recall of prose facts, a benefit that persists though reduced after a one-week delay — related
- Self-derivation through memory integration extends to science curriculum content, with open-ended performance comparable to general-knowledge stimuli — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
retention-self-derived-knowledge-one-week |
title |
Children retain self-derived knowledge over a one-week delay in classroom settings, with performance increasing from Session 1 to Session 2 |
description |
Children retain self-derived knowledge over a one-week delay in classroom settings, with performance increasing from Session 1 to Session 2 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bauer-2020 |
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