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 |
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Cite this
Cunningham, S. J., & Turk, D. J. (2011). Applying the self in learning. 27-28. Paper presented at 9th Biennial Conference of the Society for Applied Research in Memory and Cognition, New York, United States.