1. Incidental self-reference effects in memory Sheila J. Cunningham University of Abertay Dundee, Scotland

2. What is the self-reference effect? Information encoded about yourself is more memorable than information about other people = ‘self-reference effect’ (SRE)

3. Trait evaluation paradigm ‘Are you creative?’ ‘Is Brad Pitt modest?’ v. Self evaluation v. evaluation of other referent: Traits encoded about self tend to be better remembered. (see Symons & Johnston, 1997)

4. Paradigm-driven? Explanation: Self-knowledge > other-knowledge (e.g., Klein & Loftus, 1986, Symons & Johnson, 1997) Paradigm requires application of this knowledge Can a self-reference effect be elicited if self- evaluation is not required at encoding?

5. Exp. 1: Incidental SREs Tested 48 female participants (18-25 years). Between-subjects design: p’s completed one of two encoding tasks: –Evaluative self-reference (standard SRE task) –‘Incidental’ self-reference (self-cue not task-relevant) Followed by surprise recognition memory task.

6. Evaluative: does this word describe you? Incidental: does this word appear above the face? Calm Exp. 1: Encoding task Friendly

7. Evaluative: does this word describe Angelina? Incidental: does this word appear above the face? Modest Exp. 1: Encoding task Tidy

8. Results: trait memory Referent F(1,44) = 38.9, p <.001 Task F(1,44) = 101.2, p <.001 (Turk, Cunningham & Macrae, 2008) RxT F(1,44) = 4.1, p <.05

9. Exp. 1: Discussion Clearly shows an incidental SRE Driven by attention by self-relevant stimuli? (Turk et al., in press a,b; Van den Bos et al., under review)

10. SRE development Previous work suggests SRE develops in late childhood – in line with abstract constructs. Little evidence of early SREs because: –Abstract encoding task? –Evaluation? –Immature self-system? Exp. 2: Tested 111 four- to six-year-old children on CONCRETE version of tasks.

11. Exp. 2: Evaluative task

12. Exp. 2: Incidental task

13. Results: trait memory Referent F(1,109) = 20.50, p <.001 Task F(1,109) = 17.47, p <.001 (Cunningham et al., in prep.) RxT F(1,109) = 0.05, NS

14. Exp. 2: Discussion A self-reference effect can be found in early childhood – Evaluative AND Incidental. Evaluation does not provide additional self- referential memory advantage in young children.

15. Associating stimuli with the self leads to a memory advantage – no matter how incidental the link. The incidental SRE is robust in early childhood. Only in our adult sample did evaluation provide an additional self-referential advantage. Need to explore the mechanisms that drive the incidental SRE. Conclusions

16. Collaborators: David J. Turk C. Neil Macrae (University of Aberdeen) s.cunningham@abertay.ac.uk