Longitudinal predictors of self-derivation through memory integration—A mechanism of knowledge accumulation

• Published in: Journal of experimental child psychology 2025-02, Vol.250, p.106120, Article 106120
• Main Authors: Bauer, Patricia J., Lee, Katherine A., Dugan, Jessica A., Cronin-Golomb, Lucy M.
• Format: Article
• Language: English
• Subjects: Age Factors; Child; Cognition; Comprehension; Elementary school years; Female; Humans; Individual variability; Integration; Knowledge; Longitudinal Studies; Male; Memory; Memory, Short-Term; Mental Recall; Self-derivation; Semantic memory
• ISSN: 0022-0965; 1096-0457; 1096-0457
• DOI: 10.1016/j.jecp.2024.106120

•Knowledge builds via instruction and self-derivation through memory integration.•Concurrent & longitudinal tests of predictors of self-derivation in 8-12-year-olds.•Age-related variability was eclipsed by relatively stable individual variability.•Only directly taught fact recall predicted self-derivation at Time 1 & over 1 year.•Self-derivation is an individual trait not subsumed by general cognitive abilities. Knowledge accumulates through direct instruction and as a consequence of productive memory processes. We report a longitudinal investigation of correlates of the specific productive process of self-derivation through memory integration, targeted because it is a compelling model of accumulation of semantic information. We sampled 148 children aged 8 to 12 years at enrollment. At each of two waves 1 year apart, children were tested on self-derivation through integration and on a battery of potential predictors thereof: cognitive abilities (recall of directly taught facts, verbal comprehension, visualization, visual–auditory learning, and working memory), educational experiences, and family socioeconomic status. Age-related variability was eclipsed by relatively stable individual variability. In both concurrent and longitudinal models, the only significant predictor of self-derivation was recall of directly taught facts. Together with prior research, the results suggest that self-derivation of new knowledge through integration is an individual trait not subsumed by general verbal and spatial skills.