Investigating Children’s Memory for Science-Related Facts from Summer Camp at a Local Zoo

• In Event: Poster Session 08
  In Poster Session: PS 08 Topic - Attention, Learning, Memory

Abstract

Semantic memory, memory for facts and world knowledge, is a critical capacity. However, relatively little is known about the development of children’s learning and retention of semantic knowledge in “real world” settings. This naturalistic study examined semantic memory for science-related facts in 4-5, 6-7 and 8-10-year-old children (N=146). Children took part in a 5-day camp at a local zoo. The camp involved various activities and visits to zoo animals each day. On the last day of camp (Day 5), experimenters elicited autobiographical memory narratives from children about visits with two different animals: one animal visit selected by the experimenter (experimenter-specified animal) and one animal visit selected by the child (favourite animal).The narratives were transcribed and then coded for the number of different types of animal-related facts children recalled. We coded 5 different types of facts. A ‘behaviour fact’ was any information related to animal behaviour (e.g., Tigers are good climbers). An ‘abstract fact’ was unobservable information about the animal (e.g., They live up to 30 years old). A ‘target fact’ was coded when a child recalled a specific type or subgroup of animal (e.g., amur tiger). A visually observable detail about the animal was coded as a ‘concrete fact’ (e.g., Giraffes have dark tongues). An appraisal based on what the child may know about the animal received the code ‘evaluative fact’ (e.g., Otters are cute). Analyses of covariance were conducted to examine age group differences, controlling for the length of narratives (number of propositions). For the experimenter-specified animal visit narrative, we found age-related improvements in the total number of facts children recalled, F(2,100)=5.30, p<.007, p2=.10. Eight to 10-year-olds (M=6.83, SD=5.67) and 6-7-year-olds (M=4.42, SD=4.12) provided more facts in their narratives compared to 4-5-year-olds (M=1.59, SD=1.76) (ps < .05); the two oldest age groups did not differ from each other. When we examined the codes separately, we found no age-related differences in the number of target facts, concrete facts or evaluative facts (ps > .20); age-related improvements were found for behaviour facts, F(2,100)=3.40, p<.05, p2=.06, and abstract facts, F(2,100)=3.96, p<.03, p2=.07. In comparison to the experimenter-specified animal narratives, we found no age-related differences in the number of facts children provided for the favourite animal narratives, F(2,116)=.84, p=.44, p2=.01. Our findings revealed age-related improvements in the number of facts children recalled for events selected by the experimenter. We found age related differences for certain types of facts, but not all facts. Further we found no age group differences when children were allowed to select their favourite animal and tell us about that. This work contributes to our understanding of the development of semantic memory. It also has implications for education, because schools often supplement formal learning in the classroom with field trips to science centres, zoos and museums.

Authors

• Tida Kian, York University
  Presenting Author

• Thanujeni Pathman, York University
  Non-Presenting Author