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High self-monitors' cognitive access to self-presentation-related information
James M Tyler1, Miranda M McIntyre1, William G Graziano1
1Purdue University, West Lafayette, Indiana, USA.
The British Journal of Social Psychology
|October 1, 2014
Summary
High self-monitors demonstrate superior cognitive processing of self-presentation information compared to low self-monitors. This enhanced accessibility to self-presentation concepts is a key aspect of self-monitoring behavior.
Area of Science:
- Social Psychology
- Cognitive Psychology
Background:
- Self-monitoring theory explains individual differences in social behavior.
- High self-monitors are sensitive to social cues and adjust their behavior accordingly.
Purpose of the Study:
- To investigate if high self-monitors process self-presentation information more readily than low self-monitors.
- To explore the cognitive accessibility of self-presentation concepts in relation to self-monitoring.
Main Methods:
- Three studies were conducted comparing high and low self-monitors.
- Methods included word production tasks under varying cognitive load and reaction time measurements.
- Participants' cognitive access to self-presentation related information was assessed.
Main Results:
- High self-monitors produced more self-presentation words faster and under cognitive load.
- Reaction times to self-presentation concepts were significantly faster for high self-monitors.
- No differences were found when cognitive load was absent or time was extended.
Conclusions:
- Cognitive processing of self-presentation information is more efficient for high self-monitors.
- Enhanced cognitive accessibility of self-presentation concepts is a core component of high self-monitoring.
- These findings deepen the understanding of the self-monitoring construct.
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