Semantic Elaboration through Integration: Hints Both Facilitate and Inform the Process

Abstract

Semantic knowledge can be extended in a variety of ways, including self-generation of new facts through integration of separate yet related episodes. We sought to promote integration and self-generation by providing ''hints'' to help 6-year-olds (Experiment 1) and 4-year-olds (Experiment 2) see the relevance of separate episodes to one another. Varying the timing of presentation of the hints-whether provided between episodes or before test-afforded insights into the processes responsible for self-generation of new semantic knowledge through integration. In both experiments, hints provided immediately before testing facilitated performance relative to a control condition. In contrast, hints provided between episodes did not. The findings imply that integration of distinct experiences is not an automatic process set into motion based on shared elements. Even when integration is primed through a hint that a prior episode is relevant to a forthcoming experience, shared elements apparently are not sufficient to promote self-generation of new semantic knowledge. Instead, the process seems to occur upon demand, such as in response to a question. These findings can be used to guide interventions designed to promote enrichment of semantic memory and also further our understanding of the basic cognitive processes involved in extension of knowledge.

Children’s integration of information across texts: reading processes and knowledge representations

“…This is in line with what has been observed in adults, using the same paradigm (Beker et al, 2016), and in older children (aged 11-13), using think-aloud methods (Wolfe & Goldman, 2005). The present results extend previous findings by showing, using an unobtrusive measure, that integration across texts occurs spontaneously during reading (Bauer et al, 2012(Bauer et al, , 2015Bauer & San Souci, 2010;Wolfe & Goldman, 2005). Although the current results seem to conflict with previous studies that showed that children particularly struggled with integrating information across texts (Sabatini et al, 2014;Sheehan et al, 2006), there are important differences between the current study and previous studies that may explain the seemingly contradictory conclusions.…”

“…A first line of research concerns integration across texts by very young children, using auditorily presented texts (Bauer, King, Larkina, Varga, & White, 2012;Bauer & San Souci, 2010;Bauer, Varga, King, Nolen, & White, 2015). Bauer and colleagues had children aged 4-6 listen to story pairs that each included one stem fact (e.g., "groups of dolphins are called pods", "dolphins communicate by clicking and squeaking").…”

Integrating across episodes: Investigating the long-term accessibility of self-derived knowledge in 4-year-old children

“…Second, 4-year-old children can effectively use verbal reminders to access information that appears to have been forgotten (e.g., Imuta, Scarf, & Hayne, 2012; Morgan & Hayne, 2007). Third and directly related to the present paradigm, the provision of hints has been shown to facilitate knowledge extension through integration by 4-year-olds within a single learning session (Bauer et al, 2012; 2013). Moreover, these hints are maximally effective when cues correspond to specific episodes as well as when they are provided immediately before the test for knowledge extension (Bauer et al, 2013).…”

“…To address this issue, in the present research we examined whether knowledge extended through integration is retained in preschool-age children (Experiment 1). Because this is a population in which knowledge extension through integration is less robust (e.g., Bauer & San Souci, 2010; Bauer, Varga, King, Nolen, & White, 2013), we also examined whether cues aimed to reinstate prior learning episodes would facilitate the later accessibility of self-derived knowledge (Experiment 2).…”

“…Given the importance of developing an integrated knowledge base, a growing body of literature has begun to examine the ability to integrate information acquired across separate episodes of experience (Bauer et al, 2013; Bauer, King, Larkina, Varga, & White, 2012; Bauer & San Souci, 2010; Varga & Bauer, 2013). In this line of work, children are taught novel facts (i.e., stem facts) that can be combined to generate new knowledge.…”