Egocentric bias in emotional understanding of children and adults

Hayashi, Hajimu; Nishikawa, Mina

doi:10.1016/j.jecp.2019.04.009

Cited by 7 publications

(2 citation statements)

References 38 publications

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“…According to Piaget (1926), young children's perception of the world revolves around themselves, and they initially prefer to understand things from their own perspective. While young children's egocentrism is often viewed as a cognitive limitation (Cohen, 2018; Hayashi & Nishikawa, 2019), their inclination to view things through their own lens may actually enhance their learning and memory efficiency when self‐referencing cues are incorporated into the learning materials. Therefore, early‐childhood teachers should especially take advantage of young children's self‐referencing bias by incorporating self‐reference cues, such as the self‐face or self‐name to establish connections between the student and the to‐be‐learned materials.…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of self: A meta‐analysis of using self‐referential encoding techniques in education

Liu,

Wen,

Liu

et al. 2023

Brit J of Edu Psychol

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BackgroundSelf‐related information is difficult to ignore and forget, which brings valuable implications for educational practice. Self‐referential encoding techniques involve integrating self‐referencing cues during the processing of learning material. However, the evidence base and effective implementation boundaries for these techniques in teaching and learning remain uncertain due to research variability.AimsThe present meta‐analysis aims to quantitatively synthesize the results from studies applying self‐referential encoding techniques in education.MethodsThe analysis was based on data from 20 independent samples, including 1082 students from 13 primary studies identified through a systematic literature search.ResultsResults from random effect models show that incorporating self‐referential encoding techniques improved learning (g = .40, 95% CI [.18, .62]). Subgroup analysis showed that the valence of learning material serves as a significant boundary condition for this strategy. The students' cohorts, types of learning materials, and research context did not moderate the effect sizes.ConclusionsOur results suggest that incorporating self‐referential encoding techniques on negative materials shows an aversive effect. Overall, there is a universal benefit to using self‐referential encoding techniques as an appropriate design guideline in educational contexts. Implications for teaching practice and future directions are discussed. Further studies are needed to investigate the effectiveness in more diverse educational and teaching situations.

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Section: Discussionmentioning

confidence: 99%

The effectiveness of self: A meta‐analysis of using self‐referential encoding techniques in education

Liu,

Wen,

Liu

et al. 2023

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…Evidently, this everyday experience was not enough to quash egocentric bias in the social cognition tasks presented here. There is some evidence that egocentric bias diminishes with age (Yinon, Mayraz, & Fox, 1994;Hayashi & Nishikawa, 2019). Future experiments could test whether older adults become better attuned to those around them following their additional exposure.…”

Section: Discussionmentioning

confidence: 99%