I Remember Me

Mnemonic Self-Reference Effects in Preschool Children

Josephine Ross, James, R. Anderson, Robin N. Campbell

    Research output: Contribution to journalSpecial issue

    1 Citation (Scopus)
    141 Downloads (Pure)

    Abstract

    It is well established that children recognize themselves in mirrors by the end of infancy, showing awareness of the self as an object in the environment. However, the cognitive impact of objective self-awareness requires further elucidation. This gap in the literature is addressed in a series of 7 experiments exploring the role of self in 3- and 4-year-olds' event memory. A mnemonic bias for self-relevant material has been described in adults. This effect is thought to be based on the organizational properties of a highly elaborated self-concept, and so offers a clear route to study the child's developing sense of self. However, very few studies have investigated the ontogeny of this effect. New evidence is provided to suggest that preschool children, like adults, show a mnemonic advantage for material that has been physically linked with the self through performance of a depicted action (Experiment 1). Moreover, 3- and 4-year olds show a bias for material that has been visually and linguistically processed with the self-image (Experiments 2, 3, 4), and material that has been socio-cognitively linked to the self in terms of ownership (Experiments 5, 6, 7). The data imply that both bottom-up (kinesthetic feedback, self-concept) and top-down (attention) aspects of self reflection may play a supporting role in early event memory, perhaps representing a nascent form of autobiographical processing. Importantly, this research highlights a promising methodology for elucidating the executive role of the self in cognition. Following William James's (1890) influential conception of the self, it seems that in typical development, "I" is primed to remember "me."

    Fingerprint

    Ego
    Preschool Children
    Self Concept
    Ownership
    Cognition
    Research

    Cite this

    @article{2201b09e07574bf59483f8bc6d57a4f1,
    title = "I Remember Me: Mnemonic Self-Reference Effects in Preschool Children",
    abstract = "It is well established that children recognize themselves in mirrors by the end of infancy, showing awareness of the self as an object in the environment. However, the cognitive impact of objective self-awareness requires further elucidation. This gap in the literature is addressed in a series of 7 experiments exploring the role of self in 3- and 4-year-olds' event memory. A mnemonic bias for self-relevant material has been described in adults. This effect is thought to be based on the organizational properties of a highly elaborated self-concept, and so offers a clear route to study the child's developing sense of self. However, very few studies have investigated the ontogeny of this effect. New evidence is provided to suggest that preschool children, like adults, show a mnemonic advantage for material that has been physically linked with the self through performance of a depicted action (Experiment 1). Moreover, 3- and 4-year olds show a bias for material that has been visually and linguistically processed with the self-image (Experiments 2, 3, 4), and material that has been socio-cognitively linked to the self in terms of ownership (Experiments 5, 6, 7). The data imply that both bottom-up (kinesthetic feedback, self-concept) and top-down (attention) aspects of self reflection may play a supporting role in early event memory, perhaps representing a nascent form of autobiographical processing. Importantly, this research highlights a promising methodology for elucidating the executive role of the self in cognition. Following William James's (1890) influential conception of the self, it seems that in typical development, {"}I{"} is primed to remember {"}me.{"}",
    author = "Josephine Ross and Anderson, {James, R.} and Campbell, {Robin N.}",
    year = "2011",
    month = "11",
    doi = "10.1111/j.1540-5834.2011.00613.x",
    language = "English",
    volume = "76",
    pages = "1--102",
    journal = "Monographs of the Society for Research in Child Development",
    issn = "0037-976X",
    publisher = "Wiley",
    number = "3",

    }

    I Remember Me : Mnemonic Self-Reference Effects in Preschool Children. / Ross, Josephine; Anderson, James, R.; Campbell, Robin N.

    In: Monographs of the Society for Research in Child Development, Vol. 76, No. 3, 11.2011, p. 1-102.

    Research output: Contribution to journalSpecial issue

    TY - JOUR

    T1 - I Remember Me

    T2 - Mnemonic Self-Reference Effects in Preschool Children

    AU - Ross, Josephine

    AU - Anderson, James, R.

    AU - Campbell, Robin N.

    PY - 2011/11

    Y1 - 2011/11

    N2 - It is well established that children recognize themselves in mirrors by the end of infancy, showing awareness of the self as an object in the environment. However, the cognitive impact of objective self-awareness requires further elucidation. This gap in the literature is addressed in a series of 7 experiments exploring the role of self in 3- and 4-year-olds' event memory. A mnemonic bias for self-relevant material has been described in adults. This effect is thought to be based on the organizational properties of a highly elaborated self-concept, and so offers a clear route to study the child's developing sense of self. However, very few studies have investigated the ontogeny of this effect. New evidence is provided to suggest that preschool children, like adults, show a mnemonic advantage for material that has been physically linked with the self through performance of a depicted action (Experiment 1). Moreover, 3- and 4-year olds show a bias for material that has been visually and linguistically processed with the self-image (Experiments 2, 3, 4), and material that has been socio-cognitively linked to the self in terms of ownership (Experiments 5, 6, 7). The data imply that both bottom-up (kinesthetic feedback, self-concept) and top-down (attention) aspects of self reflection may play a supporting role in early event memory, perhaps representing a nascent form of autobiographical processing. Importantly, this research highlights a promising methodology for elucidating the executive role of the self in cognition. Following William James's (1890) influential conception of the self, it seems that in typical development, "I" is primed to remember "me."

    AB - It is well established that children recognize themselves in mirrors by the end of infancy, showing awareness of the self as an object in the environment. However, the cognitive impact of objective self-awareness requires further elucidation. This gap in the literature is addressed in a series of 7 experiments exploring the role of self in 3- and 4-year-olds' event memory. A mnemonic bias for self-relevant material has been described in adults. This effect is thought to be based on the organizational properties of a highly elaborated self-concept, and so offers a clear route to study the child's developing sense of self. However, very few studies have investigated the ontogeny of this effect. New evidence is provided to suggest that preschool children, like adults, show a mnemonic advantage for material that has been physically linked with the self through performance of a depicted action (Experiment 1). Moreover, 3- and 4-year olds show a bias for material that has been visually and linguistically processed with the self-image (Experiments 2, 3, 4), and material that has been socio-cognitively linked to the self in terms of ownership (Experiments 5, 6, 7). The data imply that both bottom-up (kinesthetic feedback, self-concept) and top-down (attention) aspects of self reflection may play a supporting role in early event memory, perhaps representing a nascent form of autobiographical processing. Importantly, this research highlights a promising methodology for elucidating the executive role of the self in cognition. Following William James's (1890) influential conception of the self, it seems that in typical development, "I" is primed to remember "me."

    U2 - 10.1111/j.1540-5834.2011.00613.x

    DO - 10.1111/j.1540-5834.2011.00613.x

    M3 - Special issue

    VL - 76

    SP - 1

    EP - 102

    JO - Monographs of the Society for Research in Child Development

    JF - Monographs of the Society for Research in Child Development

    SN - 0037-976X

    IS - 3

    ER -