title: Realizing Relevance: The Influence of Domain-Specific Information on Generation of New Knowledge Through Integration in 4- to 8-Year-Old Children.
abstract: 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.
authors.affiliation: Emory University.
authors.forename: Patricia J
authors.initials: PJ
authors.lastname: Bauer
authors.affiliation: Emory University.
authors.forename: Marina
authors.initials: M
authors.lastname: Larkina
mesh_terms: D000367:Age Factors; D002648:Child; D002652:Child Behavior / Q000502:physiology*; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D005260:Female; D006801:Humans; D019359:Knowledge; D007858:Learning / Q000502:physiology*; D008297:Male; D013850:Thinking / Q000502:physiology*