Applying the self in learning European Research Council Applying the self in learning Sheila J. Cunningham University of Abertay Dundee, Scotland David J. Turk University of Aberdeen, Scotland

The self and memory

The self and memory Information encoded about self is more likely to be remembered. ‘Self-reference effect’ (SRE) on memory (Rogers et al., 1977; Symons & Johnston, 1997) ‘Are you creative?’ v. ‘Is Brad Pitt modest?’

SRE explanations Self-knowledge > other-knowledge (e.g., Klein & Loftus, 1986, Symons & Johnson, 1997) Self-cues attract attention (e.g., Bargh, 1982; Turk et al., 2008, 2011)

Research questions: Can the self be a useful learning tool in the classroom? But first, do children even show an SRE?

SRE in childhood Trait evaluation paradigm: SRE develops between 7 – 10 years (e.g., Halpin et al., 1985; Ray et al., 2009)

Study 1 N = 56, age range = 4 – 6 years 7

Results: item memory p < .05 p < .05 Referent p < .01

Applications

Study 2: Alien Task 10

Study 2: Alien Task N = 45, age range: 7-8 years Write each alien’s name twice. Write sentences about the aliens. Two conditions: 1) Other-referent 2) Self-referent Spelling and free recall test 11

Results Words at encoding - Self: 40.4, Other: 28.5 (p < .05)

Conclusions Children can show self-reference effects, if age-appropriate tasks are used. Applying the self during learning can: Increase task engagement Enhance memory me! me! me! 13

Thank you. s.cunningham@abertay.ac.uk