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Related Concept Videos

Self-Schemas02:16

Self-Schemas

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In general, a schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
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Self-Concept01:19

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Self-concept is the cognitive and emotional understanding individuals hold about their identity. It evolves through various developmental stages, beginning in infancy and maturing as children grow. This concept influences how individuals perceive their abilities, interact with others, and manage challenges throughout life.
Infancy and Emerging Recognition
During infancy, self-concept is virtually nonexistent. Babies do not distinguish themselves as separate entities and often mistake their...
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Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

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Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
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Storage01:23

Storage

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A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze...
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Autobiographical Memory01:14

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Autobiographical memory is a unique type of episodic memory that involves recollecting personal life experiences. It allows individuals to remember significant events from their past, creating a narrative of their lives. One interesting phenomenon related to autobiographical memory is the reminiscence bump. This effect refers to the tendency of adults to recall more events from their second and third decades of life — typically between ages 10 to 30 — than from other periods. This...
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Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Related Experiment Video

Updated: Jun 21, 2025

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

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Development of self-derivation through memory integration and relations with world knowledge.

Patricia J Bauer1, Jessica A Dugan1, Lucy M Cronin-Golomb1

  • 1Department of Psychology, Emory University, Atlanta, GA, USA.

Memory (Hove, England)
|July 5, 2024
PubMed
Summary

Children

Keywords:
Elementary-school yearsIndividual variabilityIntegrationSelf-derivationSemantic memory

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Area of Science:

  • Cognitive Development
  • Educational Psychology

Background:

  • Acquiring world knowledge is crucial for development and education.
  • Self-derivation through memory integration is a proposed model for knowledge accumulation.

Purpose of the Study:

  • To investigate the relationship between self-derivation (generation and retention of new factual knowledge) and existing world knowledge in children.
  • To determine if self-derivation predicts world knowledge independently of direct instruction learning.

Main Methods:

  • Assessed self-derivation and retention of new factual knowledge in 162 children (ages 8-12).
  • Measured world knowledge using standardized assessments.
  • Compared the predictive power of self-derivation versus direct instruction on world knowledge.

Main Results:

  • Age explained minimal variance (4%) in self-derivation and retention.
  • Individual variability in general and content knowledge explained significant variance (20-40%).
  • Self-derivation uniquely predicted world knowledge, explaining more variance than direct instruction in several domains.

Conclusions:

  • Individual differences in self-derivation significantly impact semantic knowledge accumulation in elementary school children.
  • Self-derivation is a key process in building world knowledge, beyond direct instruction.