Learning as retention; an examination of retention of self-derived knowledge through memory integration in a diverse sample of elementary students

Abstract

Children learn through direct tuition, but also through productive processes that result in self-derived knowledge that was not directly taught. For example, if a child learns that liquid expands when heated, then they learn that thermometers contain liquid, they can derive the new knowledge that thermometers work because the liquid inside expands when heated. Previous work has shown that children engage in self-derivation through memory integration in their classrooms and performance predicts academic performance. However, there has been little examination of the retention of the products of productive processes. Given the importance of retention for long-term knowledge building, we examined the retention of the products of self-derivation through memory integration in elementary students across two studies. Study 1 examined retention of the products of self-derivation through integration in classrooms. In Study 2, we replicated Study 1 with a new sample and stimuli aligned to the curriculum (2a) and examined whether graphics at encoding support retention (2b). Across both studies, we examined whether retention performance accounts for individual differences in academic performance. The results indicate that children do retain knowledge gained through productive processes for at least one week. Further, support at encoding through the use of graphics facilitates retention. We also found support for retention accounting for individual differences in academic performance.

Educational relevance statement

Children learn through direct instruction but also through knowledge they generate themselves by integrating facts across lessons. For example, if a child learns that liquid expands when heated, then they learn that thermometers contain liquid, they can derive the new knowledge that thermometers work because the liquid inside expands when heated. Individual ability to self-derive knowledge predicts academic performance. In this research, we examined retention of the self-derived knowledge after a one-week delay. In Study 1, we found that retention is difficult. Children had significant loss in memory over the one-week delay. In Study 2, we examined integration and retention of curriculum aligned facts and examined whether adding a graphic to the fact presentation supported retention. We again found evidence for retention and the addition of a graphic at fact presentation resulted in an increase in performance. Across both studies, self-derivation of knowledge and retention of that knowledge predicted individual differences in academic performance in both reading and math.