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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Development of evaluative and incidental self-reference effects in childhood
Jacqui Hutchison1, Josephine Ross2, Sheila J Cunningham1
1Division of Psychology, Abertay University, Dundee DD1 1HG, UK.
Journal of Experimental Child Psychology
|June 5, 2021
Summary
Children aged 8-11 show a similar self-reference effect (SRE) whether processing information incidentally or evaluatively, unlike adults. However, the evaluative boost in memory for children is less pronounced than in adults, suggesting developmental changes in self-processing.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Neuroscience
Background:
- The self-reference effect (SRE) enhances memory for self-related information.
- Adults exhibit a stronger SRE with evaluative (eSRE) than incidental (iSRE) self-processing.
- Developmental changes in self-processing depth are explored.
Purpose of the Study:
- To investigate the developmental trajectory of shallow versus rich self-processing in children.
- To examine the difference between evaluative and incidental self-reference effects in children.
- To understand how the developing self influences memory capacity.
Main Methods:
- Study 1: Compared eSRE and iSRE in 6- to 11-year-olds (N=189).
- Study 2: Replicated findings in 8- to 11-year-olds (N=96) avoiding ceiling effects.
- Study 3: Used a different paradigm to assess evaluative encoding in 8- to 11-year-olds (N=104) and compared with adults.
Main Results:
- Study 1 showed eSRE = iSRE in 6- to 11-year-olds, potentially due to ceiling effects.
- Study 2 revealed a stable eSRE > iSRE pattern in 8- to 11-year-olds.
- Study 3 confirmed evaluative encoding ability in children, but with a smaller boost than adults.
Conclusions:
- Children aged 8-11 demonstrate a self-reference effect pattern similar to adults, with evaluative processing yielding a greater memory benefit.
- The capacity for rich self-processing develops, but the evaluative boost is less pronounced in children compared to adults.
- Findings highlight the evolving role of the developing self in supporting memory functions.
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