Self-derivation through memory integration extends to science curriculum content, with open-ended performance comparable to general-knowledge stimuli¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i0negligible
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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 i0 Open-ended self-derivation of science-curriculum facts did not differ from general-knowledge facts across experiments (d = .03), demonstrating the process generalizes to academic content. → 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 · i0 · causal · r1
Between-experiment comparison of 96 (Experiment 1, general knowledge) and 103 (Experiment 2, science curriculum) second-graders. "levels of open-ended self-derivation of the integration facts and open-ended recall of the stem facts did not differ between the experiments" (t(189) = 0.22, p = .83, d = .03).
"levels of open-ended self-derivation of the integration facts and open-ended recall of the stem facts did not differ between the experiments, even though each used entirely different stimuli, t(189) = 0.22, p = .83, d = .03"
Discussion¶
Learner Variables¶
- 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 — a broader claim this one bears on
- Children retain self-derived knowledge over a one-week delay in classroom settings, with performance increasing from Session 1 to Session 2 — related
- Self-derivation performance is positively correlated with stem-fact memory and predicts retention of self-derived knowledge one week later — related
- Surface-feature similarity of passage pairs does not affect self-derivation performance or patterns of episode-detail endorsement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-derivation-extends-science-curriculum |
title |
Self-derivation through memory integration extends to science curriculum content, with open-ended performance comparable to general-knowledge stimuli |
description |
Self-derivation through memory integration extends to science curriculum content, with open-ended performance comparable to general-knowledge stimuli |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
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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