Applying the self in learning

Sheila J. Cunningham; David J. Turk

Applying the self in learning

SAS - PFS - Psychology

Research output: Contribution to conference › Paper › peer-review

Abstract

This research assessed potential educational applications of the ‘self-reference effect’ in memory. 42 six- to eight-year old children were asked to learn novel words (alien names) and information (alien characteristics) in one of two conditions: ‘self-referent’ (generate sentences describing how they would spend a day with each alien) or ‘other-referent’ (generate sentences describing how another character would spend a day with each alien). Memory for the aliens’ names and characteristics was then assessed. Results showed that participants who encoded the information under self-referent conditions performed better on the memory test. This novel finding suggests that self-referencing could improve children’s learning.

Original language	English
Pages	27-28
Number of pages	1
Publication status	Published - 27 Jun 2011
Event	9th Biennial Conference of the Society for Applied Research in Memory and Cognition - The Graduate Center, CUNY, New York, United States Duration: 27 Jun 2011 → 29 Jun 2011 Conference number: 9 http://www.sarmac.org/s/SARMAC_IX_2011.pdf http://www.sarmac.org/conference-archive

Conference

Conference	9th Biennial Conference of the Society for Applied Research in Memory and Cognition
Abbreviated title	SARMAC IX
Country	United States
City	New York
Period	27/06/11 → 29/06/11
Internet address	http://www.sarmac.org/s/SARMAC_IX_2011.pdf http://www.sarmac.org/conference-archive

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title = "Applying the self in learning",

abstract = "This research assessed potential educational applications of the {\textquoteleft}self-reference effect{\textquoteright} in memory. 42 six- to eight-year old children were asked to learn novel words (alien names) and information (alien characteristics) in one of two conditions: {\textquoteleft}self-referent{\textquoteright} (generate sentences describing how they would spend a day with each alien) or {\textquoteleft}other-referent{\textquoteright} (generate sentences describing how another character would spend a day with each alien). Memory for the aliens{\textquoteright} names and characteristics was then assessed. Results showed that participants who encoded the information under self-referent conditions performed better on the memory test. This novel finding suggests that self-referencing could improve children{\textquoteright}s learning.",

author = "Cunningham, {Sheila J.} and Turk, {David J.}",

year = "2011",

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note = "9th Biennial Conference of the Society for Applied Research in Memory and Cognition, SARMAC IX ; Conference date: 27-06-2011 Through 29-06-2011",

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AU - Turk, David J.

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AB - This research assessed potential educational applications of the ‘self-reference effect’ in memory. 42 six- to eight-year old children were asked to learn novel words (alien names) and information (alien characteristics) in one of two conditions: ‘self-referent’ (generate sentences describing how they would spend a day with each alien) or ‘other-referent’ (generate sentences describing how another character would spend a day with each alien). Memory for the aliens’ names and characteristics was then assessed. Results showed that participants who encoded the information under self-referent conditions performed better on the memory test. This novel finding suggests that self-referencing could improve children’s learning.

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