Second-grade children self-derive new factual knowledge through integration of separate yet related learning episodes in classroom settings¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Second-grade children (7-9 years) successfully self-derived new factual knowledge through integration of separately taught stem facts in classroom sessions, performing significantly above chance in both open-ended and forced-choice formats. → Bauer 2020 q3 i? Self-derivation through memory integration replicates in a second experiment with science-curriculum stimuli, with forced-choice integration accuracy of .75 and stem-fact accuracy of .69, both significantly above chance. → Bauer 2020 (2)

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 · i? · causal · r1

Classroom experiment with 96 second-graders tested for self-derivation after hearing pairs of related story passages. In forced-choice testing, "children selected the correct answers from among distracters on a mean of 3.27 trials (SD = 0.95; max = 4)" and accuracy was significantly above chance (t(95)s > 20.21, ps < .001).

"In forced-choice testing of integration facts, children selected the correct answers from among distracters on a mean of 3.27 trials (SD = 0.95; max = 4)"

Bauer 2020 (2)¶

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 · i? · causal · r1

Classroom experiment with 103 second-graders using science-curriculum stimuli (matter, sound, space, life cycles). "For both integration facts (.75 correct) and stem facts (.69 correct), forced-choice performance was significantly above chance (.33)" with t(99)s > 15.61, ps < .001.

"For both integration facts (.75 correct) and stem facts (.69 correct), forced-choice performance was significantly above chance (.33) with a mean difference > .36, 95% CI[.31 to .47], t(99)s > 15.61, ps < .001."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Children retain self-derived knowledge over a one-week delay in classroom settings, with performance increasing from Session 1 to Session 2 — related
• Surface-feature similarity of passage pairs does not affect self-derivation performance or patterns of episode-detail endorsement — a narrower finding that bears on this claim
• Children preserve boundaries of separate learning episodes: hybrid statements combining content from two passages are rejected below chance — a narrower finding that bears on this claim
• Self-derivation through memory integration extends to science curriculum content, with open-ended performance comparable to general-knowledge stimuli — a narrower finding that bears on this claim
• Self-derivation performance is positively correlated with stem-fact memory and predicts retention of self-derived knowledge one week later — a narrower finding that bears on this claim