The self-reference effect on memory in early childhood

Sheila J. Cunningham, Joanne L. Brebner, Francis Quinn, David J. Turk

Research output: Contribution to journalArticle

31 Citations (Scopus)
228 Downloads (Pure)

Abstract

The self-reference effect in memory is the advantage for information encoded about self, relative to other people. The early development of this effect was explored here using a concrete encoding paradigm. Trials comprised presentation of a self- or other-image paired with a concrete object. In Study 1, 4- to 6-year-old children (N = 53) were asked in each trial whether the child pictured would like the object. Recognition memory showed an advantage for self-paired objects. Study 2 (N = 55) replicated this finding in source memory. In Study 3 (N = 56), participants simply indicated object location. Again, recognition and source memory showed an advantage for self-paired items. These findings are discussed with reference to mechanisms that ensure information of potential self-relevance is reliably encoded.
Original languageEnglish
Pages (from-to)808-823
Number of pages16
JournalChild Development
Volume85
Issue number2
Early online date25 Jul 2013
DOIs
Publication statusPublished - Mar 2014

Fingerprint

self-reference
childhood
paradigm
Recognition (Psychology)

Cite this

Cunningham, Sheila J. ; Brebner, Joanne L. ; Quinn, Francis ; Turk, David J. / The self-reference effect on memory in early childhood. In: Child Development. 2014 ; Vol. 85, No. 2. pp. 808-823.
@article{642b340bf8c64cefb2956b40db1bace8,
title = "The self-reference effect on memory in early childhood",
abstract = "The self-reference effect in memory is the advantage for information encoded about self, relative to other people. The early development of this effect was explored here using a concrete encoding paradigm. Trials comprised presentation of a self- or other-image paired with a concrete object. In Study 1, 4- to 6-year-old children (N = 53) were asked in each trial whether the child pictured would like the object. Recognition memory showed an advantage for self-paired objects. Study 2 (N = 55) replicated this finding in source memory. In Study 3 (N = 56), participants simply indicated object location. Again, recognition and source memory showed an advantage for self-paired items. These findings are discussed with reference to mechanisms that ensure information of potential self-relevance is reliably encoded.",
author = "Cunningham, {Sheila J.} and Brebner, {Joanne L.} and Francis Quinn and Turk, {David J.}",
year = "2014",
month = "3",
doi = "10.1111/cdev.12144",
language = "English",
volume = "85",
pages = "808--823",
journal = "Child Development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "2",

}

The self-reference effect on memory in early childhood. / Cunningham, Sheila J.; Brebner, Joanne L.; Quinn, Francis; Turk, David J.

In: Child Development, Vol. 85, No. 2, 03.2014, p. 808-823.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The self-reference effect on memory in early childhood

AU - Cunningham, Sheila J.

AU - Brebner, Joanne L.

AU - Quinn, Francis

AU - Turk, David J.

PY - 2014/3

Y1 - 2014/3

N2 - The self-reference effect in memory is the advantage for information encoded about self, relative to other people. The early development of this effect was explored here using a concrete encoding paradigm. Trials comprised presentation of a self- or other-image paired with a concrete object. In Study 1, 4- to 6-year-old children (N = 53) were asked in each trial whether the child pictured would like the object. Recognition memory showed an advantage for self-paired objects. Study 2 (N = 55) replicated this finding in source memory. In Study 3 (N = 56), participants simply indicated object location. Again, recognition and source memory showed an advantage for self-paired items. These findings are discussed with reference to mechanisms that ensure information of potential self-relevance is reliably encoded.

AB - The self-reference effect in memory is the advantage for information encoded about self, relative to other people. The early development of this effect was explored here using a concrete encoding paradigm. Trials comprised presentation of a self- or other-image paired with a concrete object. In Study 1, 4- to 6-year-old children (N = 53) were asked in each trial whether the child pictured would like the object. Recognition memory showed an advantage for self-paired objects. Study 2 (N = 55) replicated this finding in source memory. In Study 3 (N = 56), participants simply indicated object location. Again, recognition and source memory showed an advantage for self-paired items. These findings are discussed with reference to mechanisms that ensure information of potential self-relevance is reliably encoded.

U2 - 10.1111/cdev.12144

DO - 10.1111/cdev.12144

M3 - Article

VL - 85

SP - 808

EP - 823

JO - Child Development

JF - Child Development

SN - 0009-3920

IS - 2

ER -