Self-derivation through memory integration: a longitudinal examination of performance and relations with academic achievements in elementary classrooms

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Alena G. Esposito , Patricia J. Bauer
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引用次数: 0

Abstract

Self-derivation through memory integration is the cognitive process of generating new knowledge by integrating individual facts. Across two studies, we longitudinally examined developmental change, individual stability, and relations with academic performance in a diverse agricultural community. We documented children’s self-derivation in their classrooms and examined the relation with self-derivation and academic performance a year later. In Study 1, we examined self-derivation (n = 94; Mage= 6.67; initially grades K and 1) using the same paradigm at both time points. We found evidence of developmental change from Time 1 to Time 2. However, self-derivation accounted for a small portion of the variance in self-derivation (reflecting individual stability) and academic performance measured one year later. In Study 2, we examined self-derivation across two different paradigms with children beginning in Grades 2 and 3 (n = 82; Mage= 8.60). Even across paradigms, we found evidence for individual stability. Year 1 self-derivation also predicted Year 2 academic performance. We posit that self-derivation through integration is a domain-general construct related to academic performance.

通过记忆整合进行自我激励:对小学课堂表现及其与学业成绩关系的纵向研究
通过记忆整合进行自我衍生是通过整合个体事实产生新知识的认知过程。在两项研究中,我们纵向考察了一个多元化农业社区的发展变化、个体稳定性以及与学习成绩的关系。我们记录了儿童在课堂上的自我激励情况,并考察了一年后自我激励与学习成绩之间的关系。在研究 1 中,我们在两个时间点使用相同的范式对自我激励(n = 94;Mage= 6.67;最初为 K 年级和 1 年级)进行了研究。我们发现了从时间 1 到时间 2 发展变化的证据。然而,在一年后测量的自我激励(反映个体稳定性)和学习成绩差异中,自我激励只占很小一部分。在研究 2 中,我们对从二年级和三年级开始的儿童(n = 82;Mage= 8.60)在两种不同范式下的自我激励进行了研究。即使在不同的范式中,我们也发现了个体稳定性的证据。一年级的自我激励也能预测二年级的学习成绩。我们认为,通过整合进行自我激励是一种与学习成绩相关的领域通用建构。
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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