Adult Learners Self-Derive New Knowledge through Integration of Novel Information and Prior Knowledge and Are more Successful with Reactivation

IF 1.9 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Mind Brain and Education Pub Date : 2024-03-12 DOI:10.1111/mbe.12409
Jayantika Chakraborty, Alena G. Esposito
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Abstract

Self-derivation through integration is the process of integrating novel facts and producing new knowledge never directly taught. Knowledge integration has been studied with the presentation of two novel facts. However, in educational settings, individuals are required to integrate new information with prior knowledge learned days, months, or years earlier. Prior knowledge robustly predicts learning outcomes, but less is known about self-derivation through the integration of new information with prior knowledge. Thus, in Study 1, we examined adults' (n = 25) memory integration of new facts with prior knowledge. The participants had 52% accuracy in self-derivation. In Study 2 (n = 86), we examined whether reactivating prior knowledge before the novel fact presentation facilitated self-derivation through integration with prior knowledge. Results indicated that performance was significantly higher for those whose prior knowledge was directly reactivated (55% accuracy) in comparison with the control group (42%). Pedagogical implications are discussed.
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成人学习者通过整合新信息和原有知识自我获取新知识,并通过重新激活获得更大成功
通过整合进行自我衍生是指整合新事实并产生从未直接教授过的新知识的过程。对知识整合的研究是在呈现两个新事实的情况下进行的。然而,在教育环境中,个人需要将新信息与几天、几个月或几年前所学的先前知识进行整合。先验知识能有力地预测学习结果,但通过将新信息与先验知识整合来实现自我激励的研究却较少。因此,在研究1中,我们考察了成年人(n = 25)对新事实与先前知识的记忆整合。参与者的自我减弱准确率为 52%。在研究 2(n = 86)中,我们考察了在新事实呈现之前重新激活先前知识是否有助于通过与先前知识的整合进行自我唤醒。结果表明,与对照组(42%)相比,直接重新激活先前知识的学生的成绩明显更高(准确率为 55%)。本文讨论了教学意义。
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来源期刊
CiteScore
3.50
自引率
11.10%
发文量
29
期刊介绍: Mind, Brain, and Education (MBE), recognized as the 2007 Best New Journal in the Social Sciences & Humanities by the Association of American Publishers" Professional & Scholarly Publishing Division, provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education. The journal grew out of the International Mind, Brain, and Education Society"s mission to create a new field of mind, brain and education, with educators and researchers expertly collaborating in integrating the variety of fields connecting mind, brain, and education in research, theory, and/or practice.
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