Productive Extension of Semantic Memory in School-Aged Children: Relations with Reading Comprehension and Deployment of Cognitive Resources

Autor/inn/en	Bauer, Patricia J.; Blue, Shala N.; Xu, Aoxiang; Esposito, Alena G.
Titel	Productive Extension of Semantic Memory in School-Aged Children: Relations with Reading Comprehension and Deployment of Cognitive Resources
Quelle	In: Developmental Psychology, 52 (2016) 7, S.1024-1037 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000130
Schlagwörter	Semantics; Memory; Reading Comprehension; Investigations; Children; Responses; Experiments; Cognitive Processes; Reading Instruction; Middle School Students; Teaching Methods; Questioning Techniques; Correlation; Testing; Cognitive Ability; Cognitive Tests; Animals; Multivariate Analysis; Eye Movements; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Semantik; Gedächtnis; Leseverstehen; Untersuchung; Child; Kind; Kinder; Erprobung; Cognitive process; Kognitiver Prozess; Leseunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Korrelation; Testdurchführung; Testen; Denkfähigkeit; Kognitiver Fähigkeitstest; Animal; Tier; Tiere; Multivariate Analyse; Augenbewegung
Abstract	We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and integrated the information and used it to further extend their semantic knowledge, as evidenced by high levels of correct responses in open-ended and forced-choice testing. In Experiment 2, on half of the trials, the to-be-integrated facts were read by an experimenter (as in Experiment 1) and on half of the trials, children read the facts themselves. Self-generation performance was high in both conditions (experimenter- and self-read); in both conditions, self-generation of new semantic knowledge was related to an independent measure of children's reading comprehension. In Experiment 3, the way children deployed cognitive resources during reading was predictive of their subsequent recall of newly learned information derived through integration. These findings indicate self-generation of new semantic knowledge through integration in school-age children as well as relations between this productive means of extension of semantic memory and cognitive processes engaged during reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01