کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
5040005 | 1473459 | 2017 | 16 صفحه PDF | دانلود رایگان |
• Children self-generated through integration of separate episodes in the classroom.
• Self-generation of knowledge predicted academic achievement in reading and math.
• Self-generation predicted academic performance above caregiver education level.
For children to build a knowledge base, they must integrate and extend knowledge acquired across separate episodes of new learning. Children’s performance was assessed in a task requiring them to self-generate new factual knowledge from the integration of novel facts presented through separate lessons in the classroom. Whether self-generation performance predicted academic outcomes in reading comprehension and mathematics was also examined. The 278 participating children were in kindergarten through Grade 3 (mean age = 7.7 years, range = 5.5–10.3). Children self-generated new factual knowledge through integration in the classroom; age-related increases were observed. Self-generation performance predicted both reading comprehension and mathematics academic outcomes, even when controlling for caregiver education.
Journal: Journal of Experimental Child Psychology - Volume 153, January 2017, Pages 110–125