Applying the self in learning

Sheila J. Cunningham, David J. Turk

Research output: Contribution to conferencePaper

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 languageEnglish
Pages27-28
Number of pages1
Publication statusPublished - 27 Jun 2011
Event9th Biennial Conference of the Society for Applied Research in Memory and Cognition - The Graduate Center, CUNY, New York, United States
Duration: 27 Jun 201129 Jun 2011
Conference number: 9
http://www.sarmac.org/s/SARMAC_IX_2011.pdf
http://www.sarmac.org/conference-archive

Conference

Conference9th Biennial Conference of the Society for Applied Research in Memory and Cognition
Abbreviated titleSARMAC IX
CountryUnited States
CityNew York
Period27/06/1129/06/11
Internet address

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    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.