Self-derivation through memory integration: clusters of precursor sub-processes.
Knowledge builds through direct experiences (e.g., teaching) and productive processes (e.g., analogy). There is variability in the specific productive process of self-derivation of new knowledge through integration of separate yet related episodes of new learning. The variability relates to each of...
| Publicado en: | Memory Vol. 34; no. 3; pp. 329 - 349 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191802243&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191802243 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09658211 BAY jtl: Memory issn: 09658211 maglogo: N pubinfo: dt: Mar2026 vid: 34 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 191802243 191194647 191802243 191802243 10.1080/09658211.2026.2619445 191802243 ppf: 329 ppct: 20 formats: tig: atl: Self-derivation through memory integration: clusters of precursor sub-processes. aug: au: Cronin-Golomb, Lucy M. Lee, Katherine A. Spradling, Greer E. Bauer, Patricia J. affil: Department of Psychology, Emory University, Atlanta, GA, USA sug: subj: Memory Evaluation Learning Evaluation Knowledge Evaluation Task Performance and Analysis In Infancy and Childhood Human Male Female Child Child Psychology Colleges and Universities Georgia Descriptive Statistics Experimental Studies Sensory Stimulation Scales Child Behavior Psychological Tests Aptitude Tests Eye Movement Measurements Data Analysis Software Repeated Measures Analysis of Variance Post Hoc Analysis T-Tests Linear Regression Funding Source Child: 6-12 years Male Female ab: Knowledge builds through direct experiences (e.g., teaching) and productive processes (e.g., analogy). There is variability in the specific productive process of self-derivation of new knowledge through integration of separate yet related episodes of new learning. The variability relates to each of four hypothesised precursor sub-processes: encoding, reactivation, integration (all three for both children and adults), and selection (tested in children only). However, relations between each sub-process and self-derivation have been investigated in separate samples. As such, how they work together to support self-derivation is unknown. In the current research, we investigated all four sub-processes in samples of 7–11-year-olds (Study 1) and college-age adults (Study 2). In the child sample and in the combined sample of children and adults, encoding, reactivation, and integration each were found to relate to self-derivation; selection was not related to self-derivation. In the children sample and in the combined sample of children and adults, cluster analyses revealed two paths to successful self-derivation, one of which was more prompt-independent and the other seemingly was dependent on prompts. There also were two paths to unsuccessful self-derivation, both characterised by low success at encoding. The results provide new insight into sources of variability in self-derivation through memory integration. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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