Going beyond the Facts: Young Children Extend Knowledge by Integrating Episodes

Autor/inn/en	Bauer, Patricia J.; San Souci, Priscilla
Titel	Going beyond the Facts: Young Children Extend Knowledge by Integrating Episodes
Quelle	In: Journal of Experimental Child Psychology, 107 (2010) 4, S.452-465 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2010.05.012
Schlagwörter	Young Children; Knowledge Level; Cognitive Processes; Age Differences; Memory; Recall (Psychology); Recognition (Psychology) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Wissensbasis; Cognitive process; Kognitiver Prozess; Age; Difference; Age difference; Altersunterschied; Gedächtnis; Abberufung; Recognition; Wiedererkennen
Abstract	The major question posed in this research was whether 4- and 6-year-olds productively extend their knowledge by integrating information acquired in separate episodes. The vehicle was a read-aloud activity during which children were presented with a novel fact in each of two passages. In Experiment 1, both age groups showed evidence of integration between the passages. For the 6-year-olds, the evidence came in the form of responses to open-ended questions. The 4-year-olds recognized the correct answers but did not generate them in the open-ended question format. The 6-year-olds who generated the correct answers also were likely to recall both of the individual facts presented in the passages. In Experiment 2, we tested whether the 4-year-olds' integration performance would improve if their memory for the individual facts improved. Extra exposure to the individual facts resulted in higher levels of integration performance in both recall and recognition testing. The roles of memory and other potential sources of age-related differences in integration performance are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10