title: Going beyond the lesson: Self-generating new factual knowledge in the classroom.
abstract: 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=7.7years, 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.
authors.affiliation: Department of Psychology, Emory University, Atlanta, GA 30322, USA. Electronic address: alena.esposito@emory.edu.
authors.forename: Alena G
authors.initials: AG
authors.lastname: Esposito
authors.affiliation: Department of Psychology, Emory University, Atlanta, GA 30322, USA.
authors.forename: Patricia J
authors.initials: PJ
authors.lastname: Bauer
mesh_terms: D000124:Achievement; D000367:Age Factors; D002648:Child; D002657:Child Development; D032882:Comprehension; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008433:Mathematics; D011932:Reading; D012574:Schools; D013850:Thinking
keywords: Academic performance; Elementary education; Integration; Knowledge extension; Learning; Self-generation