Reduction of the self-reference effect in younger and older adults.

Abstract

Relating information to the self improves memory. However, this self-reference effect (SRE) is typically studied through explicit self-judgments on individual trials. The current study assessed whether a self-referential mode of thought, induced through a writing task, also induced an SRE on a later task. The study also tested the effects of aging on the SRE, given that a long-lasting mnemonic strategy may be especially relevant for this group. Ninety-two younger adults and 60 older adults were assigned to different writing conditions and then completed an unrelated SRE task. Across younger and older adults, the classic SRE effect was observed in the narrative writing condition, reduced in the semantic self-reference condition, and further reduced in the episodic self-reference condition. These results support the induction of a selfreferential mode of thought, but this mode does not enhance memory. The classic SRE effect can be reduced after thinking about the self by reflecting on autobiographical memories. Results argue for a single shared self-referential mechanism that can be accessed through self-focused writing or the classic SRE task.

Am I the same person across my life span? An event‐related brain potentials study of the temporal perspective in self‐identity

“…Previous research has observed a reduction of the SRE by reflecting on autobiographical memories (Jackson et al, 2019). Studies from social psychology have proposed that people tend to distance themselves from their past and regard it as "another person" due to personal changes across the lifespan, adopting a third-person perspective when recalling past behaviors or traits that differ with their current self-concept (Libby & Eibach, 2002;Proning & Ross, 2006).…”

Lower constraint testing enhances the testing effect for some contextual details but not others

“…Specifically, it may be that devising practice tests that provide fewer retrieval cues (i.e., lower constraint testing conditions) during practice tests might lead to higher retention of course materials. Understanding how different varieties of encoding or study strategies influence memory is an important area of research (Colton et al., 2013 ; Dunlosky & Hertzog, 2000 ; Finley & Benjamin, 2012 ; Hertzog et al., 2008 ; Jackson et al., 2019 ; Leshikar & Duarte, 2012 , 2014 ; Leshikar et al., 2010 ; Leshikar, Dulas, et al., 2015 ; Meyer et al., 2020 ; Naveh‐Benjamin et al., 2007 ; Tullis et al., 2013 ; Wong et al., 2017 ), and the present investigation adds to the literature on techniques to improve memory for studied materials.…”

The reciprocal relationship between episodic memory and future thinking: How the outcome of predictions is subsequently remembered

“…This is relevant because in the current investigation, participants were making predictions about targets that did not involve the self, which may have made the prediction task lower in self salience. Thus, future work might deploy procedures that enhance the self‐salience of the prediction task, such as those used in investigating memory for self‐relevant information (i.e., self‐reference effects; Brown et al., 1986 ; Burden et al., 2021 ; Gutchess et al., 2007 ; Ilenikhena et al., 2021 ; Jackson et al., 2018 ; Leshikar & Duarte, 2012 , 2014 ; Leshikar & Gutchess, 2015 ; Leshikar et al., 2015 ; Leshikar et al., 2016 , 2017 ; Rogers et al., 1977 ; Symons & Johnson, 1997 ; Wong et al., 2017 ).…”