The Processing Mechanism Of Integration And Of Semantic Memory In Senior Grade Students Of Primary School

Semantic memory information integration refers to the integration of two(or more)semantic memory experiences which are context-related but separated in time,background,and personal context,with new information generated.It is a process of linking two or more separate but related semantic memories and creating new knowledge in traces.This is an important mechanism for expanding semantic memory knowledge.At this stage,the research on the integration and expansion of semantic memory information has only just begun.Researchers have also begun to pay attention to the internal processing procedure by exploring the impact of cognitive resource allocation on semantic memory information integration.It is of great significance to clarify the mechanism of integration of semantic memory information for further exploring various cognitive activities of knowledge expansion and promoting children’s cognitive development and knowledge learning.However,current researches are more focused on the research of the factors that affect the integration of semantic memory information,and the research methods are relatively simple.There are still many problems in their internal mechanisms that need further investigation.This study focuses on the internal mechanism of the integration of semantic memory information.164 children were randomly selected in senior grades(fifth and sixth grades)of primary school to carry out three studies.The first study explore the relationship between cognitive resources allocation of two main factual information and semantic memory information integration.The second study demonstrated the activation and recollection of the first stem fact information in the internal mechanism of semantic memory information integration under the control of the allocation of cognitive resources to the two main factual information,and demonstrated the impact of controlled allocation of cognitive resources in the processing of core factual information on the integration of new knowledge.The third study adopts an adapted experimental paradigm,and uses the response time differences of the participants to correctly respond to the integration facts to prove the process of integration of semantic information to synthesize relevant information knowledge to generate an independent and complete new information and whether the process is automatic and spontaneous.The main conclusions of this study are as follows:(1)Under the premise of integrating and extending new knowledge successfully,children’s processing response time is longer when the main factual information is presented afterwards,contrasted with when presented at first.And there is a positive correlation between the recall accuracy of the two main facts and the correct rate of integration.(2)Allocating more cognitive processing resources to the second main fact information will improve the level of integration and extension of semantic memory information and the recall level of the two main facts.The process of activating and recalling the first main fact information is contained in the procedure of allocating more processing resources to the second main fact information.(3)Under the premise of successful integration and expansion of new knowledge,the process of integration and expansion of semantic memory information occurs automatically and is not limited by whether or not integration tasks occur and whether there is a clear integration requirement.(4)In the case of allocating more cognitive resources to the second main fact information,the subjects have more opportunities to carry out the process of integrating and expanding relevant information knowledge to generate an independent and complete new information.