Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Understanding Self-Concept01:20

Understanding Self-Concept

204
The self-concept encompasses individuals' beliefs about themselves, structured through cognitive frameworks known as self-schemas. These schemas function as mental representations of specific traits or behaviors, influencing how self-relevant information is perceived, processed, and remembered. For example, individuals who are schematic for body weight are more likely to interpret routine experiences—such as dining out or shopping—through the lens of that trait. Conversely, those...
204
Self-Schemas02:16

Self-Schemas

35.3K
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.
35.3K
Self-Concept01:19

Self-Concept

1.4K
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...
1.4K
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

227
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
227
Social Foundations of Self I: Play and Game01:24

Social Foundations of Self I: Play and Game

184
The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
184
Understanding the Self01:28

Understanding the Self

232
The self is a central aspect of human identity, encompassing an individual’s beliefs, emotions, perceptions, and experiences. It is a cognitive and psychological construct that enables individuals to interpret their traits and behaviors, influencing how they perceive themselves and interact with the world. While personality consists of stable and enduring characteristics, the self is shaped by self-perception and social experiences. This distinction highlights the dynamic nature of the...
232

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Daily Living Skill Profiles in Adolescents With Autism and Developmental Disabilities.

JAMA pediatrics·2026
Same author

Self-derivation through memory integration: clusters of precursor sub-processes.

Memory (Hove, England)·2026
Same author

The role of awareness in self-derivation of new knowledge through memory integration.

Memory & cognition·2026
Same author

Age-Related Differences in Autobiographical Memory Consistency at the Level of Narrative Detail.

Cognitive development·2025
Same author

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

Journal of experimental child psychology·2024
Same author

Individual differences diminish the pretest effect under productive memory conditions.

Journal of experimental psychology. General·2024
Same journal

The interplay between Theory of Mind inferencing and visual attention in narrative comprehension in autistic preschoolers.

Journal of experimental child psychology·2026
Same journal

Executive function and preschoolers' responses to severe transgressions: implications for early forgiveness.

Journal of experimental child psychology·2026
Same journal

Shared cognitive risk factors underlying rapid automatized naming deficits for the comorbidity of developmental dyslexia and attention deficit hyperactivity disorder: A computational parameter estimation via Bundesen's theory of visual attention.

Journal of experimental child psychology·2026
Same journal

Do young children understand the objectivity of reality?

Journal of experimental child psychology·2026
Same journal

Learning words by ear or by eye: effects of modality on lexical configuration and lexicalization.

Journal of experimental child psychology·2026
Same journal

Thinking outside the Box: Causal uncertainty motivates children's over-imitation.

Journal of experimental child psychology·2026
See all related articles

Related Experiment Video

Updated: Jan 13, 2026

The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
05:15

The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

Published on: February 19, 2018

11.3K

Longitudinal relations between self-derivation and semantic knowledge growth.

Lucy M Cronin-Golomb1, Patricia J Bauer1

  • 1Department of Psychology, Emory University, USA.

Journal of Experimental Child Psychology
|October 29, 2025
PubMed
Summary
This summary is machine-generated.

Self-derivation, a productive memory process, supports children's semantic knowledge growth over time. This study shows that children who can self-derive new information also accumulate more knowledge a year later.

Keywords:
Knowledge base expansionLongitudinal predictorsMemory developmentSelf-derivationSemantic knowledge

More Related Videos

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

7.2K
Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
06:52

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

6.7K

Related Experiment Videos

Last Updated: Jan 13, 2026

The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
05:15

The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

Published on: February 19, 2018

11.3K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

7.2K
Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
06:52

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

6.7K

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Productive memory processes, like self-derivation, are crucial for expanding knowledge bases.
  • Self-derivation through memory integration is linked to semantic knowledge performance in children and adults.
  • The longitudinal impact of self-derivation on knowledge accumulation remains understudied.

Purpose of the Study:

  • To investigate the longitudinal relationship between self-derivation and semantic knowledge accumulation in children.
  • To determine if self-derivation predicts future knowledge gains over a one-year period.
  • To explore the cognitive mechanisms underlying semantic knowledge expansion.

Main Methods:

  • A longitudinal study was conducted with 148 children aged 8–12 years.
  • Participants completed tests assessing self-derivation, memory for taught facts, and semantic knowledge at two time points, one year apart.
  • Statistical analyses controlled for age and immediate memory recall.

Main Results:

  • Significant positive associations were found between self-derivation and measures of semantic knowledge across the one-year interval.
  • Self-derivation ability predicted subsequent knowledge accumulation, even when controlling for age and direct memory.
  • These findings highlight the role of productive memory in long-term learning.

Conclusions:

  • Self-derivation is a key cognitive mechanism supporting the expansion of semantic knowledge bases over time in children.
  • This research offers novel insights into how children build and retain knowledge through active memory processes.
  • Understanding self-derivation can inform educational strategies aimed at fostering deeper learning and knowledge acquisition.