Self-referencing in the classroom: The influence of self-cues on children's information processing and retention

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Children demonstrate learning by encoding and retrieving from memory. Therefore, it is essential that we understand the mechanisms that support memory and hence how we can support learning. The 'self-reference effect' (SRE) has shown that individuals are better at remembering information about themselves than information relating to others. This is particularly effective because it occurs in different contexts. For example, when the information is perceived as self-owned, or when the information is encoded while thinking about self. Most research exploring the extent of the SRE has been conducted in a laboratory setting. To determine the benefits for learning, this project aims to explore the potential uses of self-referencing in the classroom. The project will explore SREs across an array of literacy processing, numeracy processing and learning tasks. Personalisation in learning, such as including personal hobbies and cartoon characters in materials, has been encouraged as it helps to promote rich encoding. However, this is costly as it requires individualised materials. Self-referencing incurs less cost as the changes are not individual (e.g., using pronouns 'you' or 'I' instead of a character name) yet there is evidence that these changes lead to improvements in learning. For example, in a spelling task, children improved the accuracy of their spelling for new words when they wrote sentences starting with the word 'I' compared to sentences they wrote about another character. They also wrote longer sentences, which indicates that they were more engaged with their learning. In an arithmetic task, self-pronouns included in maths problems (e.g., You have 3 balls. Bob has 2 more balls than You. How many balls does Bob have?") elicited faster and more accurate problem-solving than when the problems were presented entirely in the third person (e.g., "Tom has 5 balls..."). In additional to pronoun changes, another study showed that children learned novel shapes better if the shapes were 'owned' by them during a sorting game. These studies indicate that there is great potential in using self-referencing in the classroom; however, systematic research is necessary to test the efficacy of these manipulations, and their underlying mechanisms. Three potential mechanisms for the impact of self-referencing on learning have been proposed. First is the self-knowledge framework, which is the most established account of the SRE. Self-knowledge is particularly extensive and accessible relative to other knowledge in memory, so can be used to enrich and organise new information, providing multiple routes to successful retrieval. However, there may also be an important role for attention and this has been explored to a lesser extent, particularly with regards to learning. Self-cues are difficult to ignore, and this may provide a mechanism whereby the children are engaged in the material to be learned for longer intervals. Finally, working memory, a type of short-term memory that encompasses both storage and processing, may also be affected by self-reference cues. For example, when personal pronouns are included in literacy and numeracy tasks, it reduces the number of referents or things to be remembered. This research will test the effect of self-referencing on attentional capacity, working memory load, task engagement ans memory support as a necessary step in the successful translation of self-referencing to the classroom. A further aspect of translation is to test transferability of SRE interventions, comparing the impact of training teachers v. learners. Teacher input will be sought at every stage of experimental design to ensure materials are easily transferable to classroom activities.Based on the experiments conducted, the project will develop educational resources and a website enabling teachers and parents to implement self-referencing in learning. This will ensure the impact of this project is wide and sustainable in practice.