Background Experiment 1 – Non-Words Experiment 2 – Real Words

The Selfish Learner:
Advantages of Applying a Self-Referential Approach to Children’s Learning
Sheila J. Cunningham, University of Abertay Dundee & David J. Turk, University of Bristol
Background
Experiment 1 – Non-Words
Information encoded in relation to self is better remembered than
information encoded about other people. This is the SELFREFERENCE EFFECT (SRE).1
47 primary school children (mean 8.5 years) divided into two groups.
The SRE has been observed for adults and children2 but relatively
few studies have reported effects outside of the laboratory. 3,4
The current study aimed to apply the self-reference effect to
children’s learning. Many children struggle with literacy learning5,6,
creating long-term negative consequences7. The SRE might offer a
strategy to help overcome this problem.
Can self-referential encoding be used to improve literacy skills?
Presented with four green aliens and their hobbies (e.g., Winead is
interested in art, and loves painting), and a fifth red alien called Splay.
Genful
Winead
Swarty
Arror
Referent Encoding Task: Write a sentence for each alien.
Self Group: what YOU would do with each of them on a play date.
Other Group: what SPLAY would do with each of them on a play date.
Test: Spelling test carried out a few minutes after encoding was completed.
Measures: Mean number of words written per sentence and spelling
accuracy.
Splay
Experiment 2 – Real Words
Experiment 1 Results
Experiment 2 Results
More words written in self sentences
More words written in self sentences
Better spelling accuracy for self group
Better spelling accuracy in self condition
32 primary school children (mean 8.5 years) tested over two
weeks in a repeated measure design.
Each week 10 real words to learn. Copy word three times.
Self: Write a sentence for each word that begins “I”.
Other: Write a sentence for each word that begins “Harry”.
(Harry Potter)
Test: Spelling test carried out one week later for each list.
Measures: Mean number of words written per sentence and
spelling accuracy.
1. Symons & Johnston (1997) Psych Bulletin, 121, 371-394
2. Cunningham et al. (in press) Child Development.
3. Mood (1979) Child Development, 50, 247-250
4. D’Ailly et al. (1997) J. Educ. Psychol. 89, 562–567
5. NAEP Report on Reading, USA (2011)
6. UK National Curriculum Assessments (2009)
7. Report of the National Commission on Adult Literacy, USA (2008)
DJT is supported by a grant from the European
Research Council
Web: http://seis.bris.ac.uk/~psdjt/homepage/Lab.html
Email: david.turk@bristol.ac.uk
SRE improves accuracy (spelling performance) and output (number of words written) when employed in
classroom spelling exercises.
Can this technique be employed at an earlier age?
What types of word learning might benefit more from SRE intervention (i.e., regular/irregular)?
Can we use self-referencing techniques to support learning in other subject areas (e.g., mathematics)?