Applying the self in learning

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

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

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

Applications

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 Study 2: Alien Task

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

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

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

Applying the self in learning