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To build knowledge, separate yet related learning episodes can be integrated with one another and then used to derive new knowledge. Separate episodes are often experienced through different formats, such as text passages and graphic representations. Accordingly, in the present research, we tested integration of learning episodes provided through different presentation formats with children in the laboratory (Experiment 1; n = 24; M = 8.36 years) and in classrooms (Experiment 2; n = 85; M = 9.34 years and Experiment 3; n = 154; M = 10.67 years). Children in the laboratory were successful in both same-format and different-format conditions. Children in the classroom were also successful in both conditions, but in Exp. 2 showed a cost to integration across two different presentation formats compared to the same-format condition. In Exp. 3, greater support for encoding the graphic information was added and performance no longer showed a cost between conditions.

Semantic knowledge accumulates through explicit means and productive processes (e.g., analogy). These means work in concert when information explicitly acquired in separate episodes is integrated, and the integrated representation is used to self-derive new knowledge. We tested whether (a) self-derivation through memory integration extends beyond general information to science content, (b) self-derived information is retained, and (c) details of explicit learning episodes are retained. Testing was in second-grade classrooms (children 7-9 years). Children self-derived new knowledge; performance did not differ for general knowledge (Experiment 1) and science curriculum facts (Experiment 2). In Experiment 1, children retained self-derived knowledge over one week. In Experiment 2, children remembered details of the learning episodes that gave rise to self-derived knowledge; performance suggests that memory integration is dependent on explicit prompts. The findings support nomination of self-derivation through memory integration as a model for accumulation of semantic knowledge and inform the processes involved.

A primary objective of development is to build a knowledge base. To accumulate knowledge over time and experiences, learners must engage in productive processes, going beyond what is explicitly given to generate new knowledge. Though important to accumulating knowledge, these processes are also easily disrupted. Individuals often depend on surface level similarities, such as visual features, to recognize the relation between learning episodes. When the surface level similarity is low, performance on tasks that depend on productive processes, such as self-derivation through integration of new knowledge, suffers. The major purpose of the present research was to examine whether presentation of related information in different languages poses a challenge to memory integration and self-derivation, due to low levels of surface similarity between episodes of learning through different languages. In Study 1, 62 children (Grade 2; mean age=8;1 years) listened to story-passages containing novel facts that could be integrated to self-derive new knowledge. Related passages were presented either through the same language or through two different languages (cross-language condition; Spanish and English). There were no significant differences between presentation conditions. In Study 2, 100 children (Grades 3 and 4; mean age=9.7 years) heard novel facts in single sentences, again presented in either a same-language or cross-language condition. Whereas 3rd-grade cross-language performance suffered compared to same-language English controls, 4th-grade performance did not. Results suggest that in addition to language proficiency, rich contextual support and experience in a bilingual environment facilitate cross-language integration.

We describe research results and lessons learned from a laboratory/ classroom collaboration with a school system offering both traditional English-only education and a dual-language track (Spanish/English). Through this collaboration, we addressed basic research questions informing malleable factors that impact cognitive development. In a reciprocal manner, ongoing communication with the school system and community has directed the research questions to provide information the school system seeks for program evaluation and to maintain community support. In this report, we share results of the effects of participation in a dual-language model of education in the areas of executive functions, academic performance, and English-language development. Our research revealed no evidence of detrimental effects of participation in the dual-language education program compared with the traditional English-only instructional track in any of these areas. There was some evidence for emerging benefits to executive functions and academic performance for children participating in dual-language education. We also share the implications of the research for the way in which academic content is delivered in the dual-language education model. We conclude with lessons learned from collaborating with the school system that will direct our future research and might aid researchers interested in pursuing similar partnerships. [This article was published in "Journal of Cognition and Development" (EJ1219015).]

Children are on a quest for knowledge. To achieve it, children must integrate separate but related episodes of learning. The theoretical model of memory integration posits that the process is supported by component cognitive abilities. In turn, memory integration predicts accumulation of a knowledge base. We tested this model in two studies (data collected in 2016-2018) with second (8-year-olds; n = 391; 196 female; 36% Black, 27% Hispanic/Latinx, 29% White, and 8% multiracial) and third (9-year-olds; n = 282; 148 female; 36% Black, 31% Hispanic/Latinx, 27% White, and 5% multiracial) graders. The results support the theoretical model and the role of verbal comprehension in learning new information, and also indicate that verbal comprehension alone is not sufficient to build knowledge. [This article was published in "Child Development" (EJ1354267).]

Self-derivation of new factual knowledge through integration of separate episodes of learning is one means by which children build knowledge. Content generated in this manner becomes incorporated into the knowledge base and is retained over time; successful self-derivation predicts academic achievement. Yet the component processes on which self-derivation through integration depends are as yet unknown. In parallel studies with 6- and 8-year-olds (N = 41; Experiment 1) and 8- and 10-year-olds (N = 40; Experiment 2), we tested a number of predictors related to other productive processes and learning (reasoning, executive functions, verbal comprehension, and long-term retrieval). Across studies, with different methods, only verbal comprehension, a measure of accumulated semantic knowledge, accounted for unique variance in self-derivation through integration performance. The results indicate that self-derivation through integration of separate episodes relates to accumulation of knowledge and the ability to recruit the knowledge in the service of specific task demands. Implications for cognitive training and transfer are discussed.