1. The Self-Reference Effect on Memory in Early Childhood Sheila J. Cunningham and David J. Turk University of Aberdeen, Scotland University of Aberdeen INTRODUCTION The self-reference effect (SRE) is the memory advantage for information encoded with reference to self (Symons & Johnston, 1997). It is argued that young children do not show the SRE, because it relies on a rich self-construct to elaborate incoming self-relevant information (e.g., Halpin et al., 1984; Pullyblank et al., 1985). However, research to date has used a paradigm requiring abstract trait evaluation, which is unsuitable for young children. Children’s early self- processing biases may therefore be underestimated. For the current study, we designed a concrete evaluation task that allowed children to apply their stored knowledge at encoding. METHOD 53 four to six year-old children evaluated concrete objects against a referent. (17 four yrs (M 55.7 mths), 18 five yrs (M 65.3 mths), 18 six yrs (M 76.7 mths)) Referent-cues (p’s own or another’s face) were presented with objects. There were two repeated-measures conditions: Self: ‘do you really like this object?’ Other: ‘would Andrew really like this object?’ Children responded by pressing the happy or neutral face button (96 trials). Recognition memory for the objects was then assessed (96 Old, 48 New items). Additional measures: receptive vocabulary, self-esteem, self-consciousness RESULTS Fig. 1: Recognition memory (untransformed data) DISCUSSION These results show that the SRE on memory can be found in early childhood. This finding mirrors the SRE in adult cognition, suggesting that encoding information with reference to self can enhance memory across the lifespan, given age-appropriate tasks. The SRE did not increase with development. Indeed, there was a tendency for the SRE to decrease with age (perhaps reflecting ceiling effects), and verbal ability and self-concept development did not predict the SRE magnitude. This lack of developmental increase argues against the idea that the SRE is driven by the application of self-knowledge (which increases with age). Rather, automatic responses to self-cues (such as increased attention, affect, and priority binding) may underlie the effect. References Halpin, J. A., Puff, C. R., Mason, H. F., & Marston, S. P. (1984). Self-reference encoding and incidental recall by children. Bulletin of the Psychonomic Society, 22, 87-89. Pullyblank, J., Bisanz, J., Scott, C., & Champion, M. A. (1985). Developmental invariance in the effects of functional self-knowledge on memory. Child Development, 56, 1447-1454. Symons, C.S., & Johnson, B.T. (1997).The self-reference effect in memory: A meta-analysis. Psychological Bulletin, 121, 371-394. Contact: sheila.cunningham@abdn.ac.uk Recognition data were transformed into A’ scores. ANOVA revealed a significant SRE, with better memory for self-cued than other-cued items ( F(1,50) = 20.1, p <.001 ). Total memory increased with age (F(2,50) = 16.8, p <.001 ), and there was a significant Age x Referent interaction (F(2,50) = 4.3, p =.019 ). Paired-samples t-tests confirmed an SRE in all age groups (4yrs: t(17) = 3.4, p =.004; 5yrs: t(18) = 2. 5, p =.022; 6yrs: t(18) = 2.3, p =.034). However, regression analysis showed that the SRE was predicted by age in months (β = -0.42, p =.007). Receptive vocabulary, self-esteem and self-consciousness did not predict the SRE. Cue Self Other