Development of evaluative and incidental self reference effects in childhood

Jacqui Hutchison; Josephine Ross; Sheila Jennifer Cunningham

doi:10.1016/j.jecp.2021.105197

Development of evaluative and incidental self reference effects in childhood

Jacqui Hutchison^*, Josephine Ross, Sheila Jennifer Cunningham

^*Corresponding author for this work

Psychology

University of Dundee

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

7 Downloads (Pure)

Abstract

The self-reference effect (SRE) is the memory enhancement associated with information linked to self. Unlike 4- to 6-year-olds, adults show stronger memory enhancement when self-processing is “evaluative” (eSRE) than when self-processing is “incidental” (iSRE). Here, the developmental change from shallow to rich self-processing was programmatically explored. In Study 1, 6- to 11-year-olds (N = 189) showed an eSRE = iSRE pattern. However, eSRE magnitude was limited by ceiling effects. Avoiding ceiling effects, Study 2 showed a developmentally stable eSRE > iSRE pattern in 8- to 11-year-olds (N = 96; ηp2 = .06). Study 3 used a different paradigm to confirm that 8- to 11-year-olds are capable of evaluative encoding even without concrete self stimuli. However, the evaluative boost for children was smaller than that for adults (N = 104; ηp2 = .06). Results are discussed with reference to the developing self and its capacity to support memory.

Original language	English
Article number	105197
Number of pages	18
Journal	Journal of experimental child psychology
Volume	210
Early online date	3 Jun 2021
DOIs	https://doi.org/10.1016/j.jecp.2021.105197
Publication status	Published - 1 Oct 2021

Bibliographical note

Acknowledgements
The authors would like to thank three anonymous reviewers for their very helpful comments, Ailsa Gow, Claudia Walker, Kathryn Flately, and Lorelei Pryde for their help with data collection, and all participating children, adults and schools for their help with the research.

Funding
This work was supported by the Leverhulme Trust [RPG-2014-310].

Keywords

self
development
memory
Self-reference effect
eSRE
iSRE

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Cite this

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abstract = "The self-reference effect (SRE) is the memory enhancement associated with information linked to self. Unlike 4- to 6-year-olds, adults show stronger memory enhancement when self-processing is “evaluative” (eSRE) than when self-processing is “incidental” (iSRE). Here, the developmental change from shallow to rich self-processing was programmatically explored. In Study 1, 6- to 11-year-olds (N = 189) showed an eSRE = iSRE pattern. However, eSRE magnitude was limited by ceiling effects. Avoiding ceiling effects, Study 2 showed a developmentally stable eSRE > iSRE pattern in 8- to 11-year-olds (N = 96; ηp2 = .06). Study 3 used a different paradigm to confirm that 8- to 11-year-olds are capable of evaluative encoding even without concrete self stimuli. However, the evaluative boost for children was smaller than that for adults (N = 104; ηp2 = .06). Results are discussed with reference to the developing self and its capacity to support memory.",

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Development of evaluative and incidental self reference effects in childhood

Abstract

Bibliographical note

Keywords

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