Young children rapidly learn facts about the world. One mechanism supporting knowledge acquisition is memory integration: derivation of new knowledge by combining separate, yet related facts accumulated over time. There are both developmental changes and individual differences in young children's learning through memory integration. However, there is little research on how everyday social interactions may promote memory integration and contribute to individual differences. Accordingly, we investigated how the everyday social interactions of caregiver-child shared book reading support 5- to 6-year-olds’ memory integration ( = 82 parent-child dyads; 47 female children; age 6.10; 56.5 % White non-Latinx, 15 % Black, 6 % White Latinx, 5.5 % Asian, 17 % more than one race). Caregivers read a narrative book that included opportunities to integrate facts. Half the dyads were assigned to an embedded questions condition (questions on facts included throughout the book) and half to a no embedded questions condition (statements only). We measured dyads’ extratextual talk while reading for the extent to which they integrated the facts (integration talk). Children's learning was tested with both memory integration and fact recall questions. Dyads in the embedded questions condition had more integration talk. The extent to which the dyads integrated while reading predicted children's integration performance, above and beyond condition effects. This effect was specific to memory integration: integration talk nor condition accounted for fact recall. These results suggest that shared book reading can support young children's integration, especially when books engage dyads through embedded questions and dyads integrate facts while reading.

中文翻译：

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共享书籍阅读对儿童通过记忆整合学习新语义事实的贡献


年幼的孩子很快就能了解世界的事实。支持知识获取的一种机制是记忆整合：通过组合随着时间的推移积累的独立但相关的事实来推导新知识。幼儿的记忆整合学习既有发展变化，也有个体差异。然而，关于日常社交互动如何促进记忆整合并导致个体差异的研究却很少。因此，我们调查了看护者与孩子共同阅读的日常社交互动如何支持 5 至 6 岁儿童的记忆整合（= 82 名亲子二人；47 名女童；6.10 岁；56.5% 白人非拉丁裔， 15% 黑人、6% 拉丁裔白人、5.5% 亚洲人、17% 不止一种种族）。护理人员阅读一本叙述性书籍，其中包括整合事实的机会。一半的二人组被分配到嵌入问题条件（关于整本书中包含的事实的问题），一半被分配到无嵌入问题条件（仅限陈述）。我们在阅读时测量了二人的文本外谈话，以了解他们整合事实的程度（整合谈话）。通过记忆整合和事实回忆问题来测试儿童的学习情况。嵌入问题条件下的二人有更多的整合讨论。阅读时二人的整合程度可以预测儿童的整合表现，超越条件效应。这种效应是记忆整合所特有的：整合谈话或条件都可以解释事实回忆。这些结果表明，共享书籍阅读可以支持幼儿的融入，特别是当书籍通过嵌入的问题吸引二人，并且二人在阅读时整合事实时。