Realizing Relevance: The Influence of Domain-Specific Information on Generation of New Knowledge Through Integration in 4- to 8-Year-Old Children

• Autores: Patricia J. Bauer, Marina Larkina
• Localización: Child development, ISSN 0009-3920, Vol. 88, Nº. 1, 2017, págs. 247-262
• Idioma: inglés
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• Resumen

  • In accumulating knowledge, direct modes of learning are complemented by productive processes, including self-generation based on integration of separate episodes. Effects of the number of potentially relevant episodes on integration were examined in 4- to 8-year-olds (N = 121; racially/ethnically heterogeneous sample, English speakers, from large metropolitan area). Information was presented along with unrelated or related episodes; the latter challenged children to identify the relevant subset of episodes for integration. In Experiment 1, 4- and 6-year-olds integrated in the unrelated context. Six-year-olds also succeeded in the related context in forced-choice testing. In Experiment 2, 8-year-olds succeeded in open-ended and forced-choice testing. Results illustrate a developmental progression in productive extension of knowledge due in part to age-related increases in identification of relevant information.