1. 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

2. The self and memory

3. 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?’

4. 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)

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

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

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

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

9. Applications

10. Study 2: Alien Task 10

11. 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

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

13. 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

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