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[Ideal and feared selves in the selective self-reference task].

Mikiya Hayashi¹

¹Department of Educational Psychology, Graduate School of Education and Human Development, Nagoya University, Furo-cho, Chikusa-ku, Nagoya 464-8601.

Shinrigaku Kenkyu : the Japanese Journal of Psychology

|July 5, 2003

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This study investigated self-knowledge organization. Results suggest goal-evaluation tasks require accessing both ideal and feared selves, reflecting their richness and organization.

Area of Science:

Psychology
Cognitive Science

Context:

Previous research linked ideal self-knowledge to mnemonic performance.
The extent to which ideal self-knowledge richness and organization drive performance remains debated.

Purpose:

To compare the richness and organization of knowledge in the ideal self versus the feared self.
To investigate whether a goal-evaluation task selectively accesses self-knowledge.

Summary:

Participants classified traits into "want to be" or "not want to be" categories.
Experiment 1 found no significant difference in recall performance between goal-evaluation, actual, and ideal self-reference conditions.
Experiment 2 utilized a task-facilitation paradigm, indicating selective access to both ideal and feared self-knowledge.

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Impact:

Findings suggest that mnemonic performance in self-reference tasks may involve more than just ideal self-knowledge.
The study highlights the importance of considering both positive (ideal) and negative (feared) self-concepts in understanding self-knowledge accessibility.