Selfish learning: The impact of self-referential encoding on children's literacy attainment
David J. Turk, University of Bristol, United Kingdom ; Karri Gillespie-Smith, University of the West of Scotland, United Kingdom ; Olave E. Krigolson, University of Victoria, Canada ; Catriona Havard, Open University, United Kingdom ; Martin A. Conway, City University, United Kingdom ; Sheila J. Cunningham, University of Abertay Dundee, United Kingdom
Learning and Instruction Volume 40, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Self-referencing (i.e., thinking about oneself during encoding) can increase attention toward to-be-encoded material, and support memory for information in adults and children. The current inquiry tested an educational application of this ‘self reference effect’ (SRE) on memory. A self-referential modification of literacy tasks (vocabulary spelling) was tested in two experiments. In Experiment 1, seven-to nine-year-old children (
Turk, D.J., Gillespie-Smith, K., Krigolson, O.E., Havard, C., Conway, M.A. & Cunningham, S.J. (2015). Selfish learning: The impact of self-referential encoding on children's literacy attainment. Learning and Instruction, 40(1), 54-60. Elsevier Ltd.