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Bauer PJ, Dugan JA, Cronin-Golomb LM, Lee KA, Del Solar B, Hanft M, Miller AG. Development of self-derivation through memory integration and relations with world knowledge. Memory 2024:1-15. [PMID: 38968421 DOI: 10.1080/09658211.2024.2373898] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 06/22/2024] [Indexed: 07/07/2024]
Abstract
Accumulating world knowledge is a major task of development and education. The productive process of self-derivation through memory integration seemingly is a valid model of the process. To test the model, we examined relations between generation and retention of new factual knowledge via self-derivation through integration and world knowledge as measured by standardised assessments. We also tested whether the productive process of self-derivation predicted world knowledge even when a measure of learning through direct instruction also was considered. Participants were 162 children ages 8-12 years (53% female; 15% Black, 6% Asian, 1% Arab, 66% White, 5% mixed race, 7% unreported; 1% Latinx). Age accounted for a maximum of 4% of variance in self-derivation and retention. In contrast, substantial individual variability related to general knowledge and content knowledge in several domains, explaining 20-40% variance. In each domain for which self-derivation performance was a unique predictor, it explained a nominally greater share of the variance than the measure of learning through direct instruction. The findings imply that individual variability in self-derivation has functional consequences for accumulation of semantic knowledge across the elementary-school years.
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Affiliation(s)
| | - Jessica A Dugan
- Department of Psychology, Emory University, Atlanta, GA, USA
| | | | - Katherine A Lee
- Department of Psychology, Emory University, Atlanta, GA, USA
| | | | - Melanie Hanft
- Department of Psychology, Emory University, Atlanta, GA, USA
| | - Alissa G Miller
- Department of Psychology, Emory University, Atlanta, GA, USA
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Adolfsson T, Edström E, Tedroff K, Sandvik U. Cognition in children with arachnoid cysts - A five-year follow-up after microneurosurgical fenestration. Acta Neurochir (Wien) 2024; 166:226. [PMID: 38777952 PMCID: PMC11111545 DOI: 10.1007/s00701-024-06120-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 04/15/2024] [Indexed: 05/25/2024]
Abstract
BACKGROUND AND PURPOSE In recent years there has been a re-evaluation regarding the clinical implications of temporal lobe arachnoid cysts (temporal arachnoid cysts) in children. These cysts have often been considered asymptomatic, or if symptomatic, only causing focal neurological symptoms or signs of increased intracranial pressure. However, several studies have more recently reported on cognitive symptoms improving after surgery. This study aimed to evaluate if reported cognitive improvement after surgery of temporal arachnoid cysts were stable after five years. METHOD Ten consecutive children (m = 14.65; range 12.1-19.415 were assessed cognitively five years after micro-neurosurgical fenestration of a temporal arachnoid cyst. Results were compared to results from their pre- and post-surgical evaluations. Evaluations included the Wechsler-scales, Boston Naming Test (BNT), Rey Auditory Verbal Learning Test (RAVLT), verbal fluency test (FAS) and Rey Complex Figure Test (RCFT). RESULTS The analysis revealed significant postsurgical improvement compared to baseline on the Wechsler-scales measures of general intelligence (FSIQ), verbal abilities (VCI) and processing speed (PSI). Mean differences after surgery were 8.3 for FSIQ, (p = 0.026), 8.5 for VI (p = < .01) and 9.9 for PSI (p = 0.03). There were no significant differences in mean test results when comparing postsurgical scores with scores five years after surgery, indicating long-term stability of improvements. CONCLUSION The results indicate that affected cognitive functions in children with temporal arachnoid cysts improve after surgery and that the improvements remain stable five years later. The improvements and long term stability were also consistent with the experience of both parents and children. The findings provide a strong argument for neurosurgical fenestration of temporal arachnoid cysts in children.
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Affiliation(s)
- Tomas Adolfsson
- Department of Clinical Neuroscience, Karolinska Institutet, 171 77, Stockholm, Sweden.
| | - Erik Edström
- Department of Clinical Neuroscience, Karolinska Institutet, 171 77, Stockholm, Sweden
| | - Kristina Tedroff
- Department of Women's and Children's Health, Karolinska Institutet, 171 77, Stockholm, Sweden
| | - Ulrika Sandvik
- Department of Clinical Neuroscience, Karolinska Institutet, 171 77, Stockholm, Sweden
- Department of Neurosurgery, Karolinska University Hospital, 17176, Stockholm, Sweden
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Zhao X, Cheng S, Liu Z. Operational encoding enhances action knowledge integration: insights from event-related potential analysis. Exp Brain Res 2024; 242:1071-1085. [PMID: 38483565 DOI: 10.1007/s00221-024-06788-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Accepted: 01/20/2024] [Indexed: 07/13/2024]
Abstract
In this study, we conducted an examination of knowledge integration concerning action information and assessed the impact of operational on this process. Additionally, we delved into the underlying mechanisms of how operational encoding influences the processing of knowledge integration of action information, utilizing the event-related potential technique. The results of our investigation revealed that operational encoding, encompassing the observed operational encoding and the imagined operational encoding, exhibited superior performance in the integration of action knowledge compared to verbal encoding. This distinction may be attributed to the greater efficiency of operant encoding in activating motor cortical areas, thereby inducing more robust brain activity. These findings suggest the potential advantages of operational encoding in facilitating the integration of knowledge related to movement information at both cognitive and neural levels, underscoring its significant role in the processing of such information. Future studies can further explore the applications of operational encoding in domains, such as motor learning, skill training, and rehabilitation therapy. Such investigations may offer novel insights into enhancing human behavior and motor control.
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Affiliation(s)
- Xiaomei Zhao
- College of Education, Hebei Normal University, Shijiazhuang, China.
| | - Shi Cheng
- College of Education, Hebei Normal University, Shijiazhuang, China.
| | - Zihan Liu
- College of Education, Hebei Normal University, Shijiazhuang, China
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Miller-Goldwater HE, Williams BM, Hanft MH, Bauer PJ. Contributions of shared book reading to children's learning of new semantic facts through memory integration. EARLY CHILDHOOD RESEARCH QUARTERLY 2024; 68:99-111. [PMID: 38855311 PMCID: PMC11156226 DOI: 10.1016/j.ecresq.2024.04.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2024]
Abstract
Young children rapidly learn facts about the world. One mechanism supporting knowledge acquisition is memory integration: derivation of new knowledge by combining separate, yet related facts accumulated over time. There are both developmental changes and individual differences in young children's learning through memory integration. However, there is little research on how everyday social interactions may promote memory integration and contribute to individual differences. Accordingly, we investigated how the everyday social interactions of caregiver-child shared book reading support 5- to 6-year-olds' memory integration (N = 82 parent-child dyads; 47 female children; M age 6.10; 56.5% White non-Latinx, 15% Black, 6% White Latinx, 5.5% Asian, 17% more than one race). Caregivers read a narrative book that included opportunities to integrate facts. Half the dyads were assigned to an embedded questions condition (questions on facts included throughout the book) and half to a no embedded questions condition (statements only). We measured dyads' extratextual talk while reading for the extent to which they integrated the facts (integration talk). Children's learning was tested with both memory integration and fact recall questions. Dyads in the embedded questions condition had more integration talk. The extent to which the dyads integrated while reading predicted children's integration performance, above and beyond condition effects. This effect was specific to memory integration: integration talk nor condition accounted for fact recall. These results suggest that shared book reading can support young children's integration, especially when books engage dyads through embedded questions and dyads integrate facts while reading.
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Wilson JT, Bauer PJ. Generative and active engagement in learning neuroscience: A comparison of self-derivation and rephrase. Cognition 2024; 245:105709. [PMID: 38232474 DOI: 10.1016/j.cognition.2023.105709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Revised: 11/25/2023] [Accepted: 12/19/2023] [Indexed: 01/19/2024]
Abstract
It is crucial to identify cognitive mechanisms that support knowledge growth. One such mechanism that is known to improve learning outcomes is generative processing: the construction of novel information beyond what is directly taught. In this study of college students, we investigate the learning outcomes associated with the generative process of self-derivation through integration, the integration of multiple related facts to generate novel information. We compare the effects of self-derivation versus an active rephrase control condition on retrieval, application, and organization of neuroscience classroom content. In the self-derivation condition, learners were prompted to generate inferences based on integration of two explicitly-taught facts. In the rephrase condition, learners were explicitly provided these inferences and asked to rephrase them. We found few overall differences between learning manipulation conditions. However, we found that, regardless of the learning manipulation condition to which learners were exposed, learners generated their own information on some trials. This generation predicted success on retrieval and application of learned information. Further, self-derivation, when successful, led to particularly high rates of retrieval when compared with active rephrase. These findings inform theory on generative processing, and demonstrate that self-derivation is a mechanism of knowledge growth that may be useful for retrieval.
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Esposito AG, Bauer PJ. Self-derivation through memory integration: a longitudinal examination of performance and relations with academic achievements in elementary classrooms. COGNITIVE DEVELOPMENT 2024; 69:101416. [PMID: 38404501 PMCID: PMC10883686 DOI: 10.1016/j.cogdev.2024.101416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2024]
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.
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Wang X, Liu Y, Zhao Z, Liu W, Chen Y, Chen Y, Zang S. Association of adolescent self-esteem in 2014 and cognitive performance in 2014, 2016, and 2018: a longitudinal study. Front Psychol 2023; 14:1180397. [PMID: 37205081 PMCID: PMC10185744 DOI: 10.3389/fpsyg.2023.1180397] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Accepted: 04/17/2023] [Indexed: 05/21/2023] Open
Abstract
Background Cognition has long been regarded as a significant factor influencing individuals' lives. Prior studies have underscored that self-esteem is associated with cognition, and there exists a knowledge gap regarding whether self-esteem remains associated with subsequent cognitive performance during adolescence, a crucial period for neurological development and influencing adult outcomes. Methods We conducted this population-based study using longitudinal data stretching three waves (2014, 2016, and 2018) of surveys from the nationally representative China Family Panel Studies (CFPS) to explore the association between adolescents' self-esteem in 2014 and cognitive performance in 2014, 2016, and 2018. Results The results of the present study showed that self-esteem during adolescence in 2014 was significantly associated with cognitive performance in 2014, 2016, and 2018. This association remained robust after an extensive range of covariate adjustments (e.g., adolescents, parental, and family characteristics). Conclusion The findings in this study provide further insight into the understanding of the related factors for cognitive development across the life course and highlight the importance of improving individual self-esteem during adolescence.
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Affiliation(s)
- Xue Wang
- Department of Community Nursing, School of Nursing, China Medical University, Shenyang, China
| | - Yu Liu
- Department of Community Nursing, School of Nursing, China Medical University, Shenyang, China
| | - Zhe Zhao
- Institute of International Medical Education, China Medical University, Shenyang, China
| | - Wenting Liu
- School of Nursing, Southern Medical University, Guangzhou, China
| | - Yuqi Chen
- School of Nursing, Southern Medical University, Guangzhou, China
| | - Yu Chen
- School of Nursing, Southern Medical University, Guangzhou, China
- Yu Chen,
| | - Shuang Zang
- Department of Community Nursing, School of Nursing, China Medical University, Shenyang, China
- *Correspondence: Shuang Zang,
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Park S, Esposito AG. Rational number conceptualization predicts mathematics achievement: Quantity matters. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101195] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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