Social group membership and an incidental ingroup-memory advantage

2020 ◽  
Vol 74 (1) ◽  
pp. 166-178
Author(s):  
Youngbin A Jeon ◽  
Alexis M Banquer ◽  
Anaya S Navangul ◽  
Kyungmi Kim
Keyword(s):  
Social Identity ◽  
Group Membership ◽  
Relevant Information ◽  
The Self ◽  
Task Demand ◽  
Memory Enhancement ◽  
Memory Suppression ◽  
Processing Information ◽  
Memory Advantage ◽  
Self Reference

Extending the self-reference effect in memory to the level of social identity, previous research showed that processing information in reference to one’s ingroup at encoding enhances memory for the information (i.e., the group-reference effect). Notably, recent work on the self-reference effect has shown that even simply co-presenting an item with self-relevant vs. other-relevant information (e.g., one’s own or another person’s name) at encoding can produce an “incidental” self-memory advantage in the absence of any task demand to evaluate the item’s self-relevancy. In three experiments, the present study examined whether this incidental self-memory advantage extends to the level of social identity using newly created, minimal groups (Experiments 1 and 2) and pre-existing groups (Experiment 3; one’s own or another study major). During encoding, participants judged the location of each target word in relation to a simultaneously presented cue (Ingroup-cue or Outgroup-cue in Experiments 1 and 3; Ingroup-cue, Outgroup-cue, or Neutral-cue in Experiment 2). Consistent across all experiments, a subsequent recognition test revealed a significant memory advantage for words that were presented with the Ingroup-cue. Crucially, this incidental ingroup-memory advantage was driven by ingroup-memory enhancement rather than outgroup-memory suppression relative to memory for words presented with the Neutral-cue (Experiment 2), and was positively correlated with self-reported levels of ingroup identification (i.e., self-investment to one’s ingroup; Experiment 3). Taken together, the present findings provide novel evidence that mere incidental associations between one’s ingroup and to-be-remembered items in a non-referential, non-evaluative encoding context can produce a memory advantage for the items.

Social Identity: The Cause of Distinction Between Group-Reference and Self-Reference Effects

2015 ◽  
Vol 43 (9) ◽  
pp. 1409-1418 ◽  
Author(s):  
Zhijun Liu ◽  
Lin Wu ◽  
Chunna Hou
Keyword(s):  
Free Recall ◽  
Social Identity ◽  
Memory Effect ◽  
Recall Test ◽  
The Self ◽  
Free Recall Test ◽  
Identity Salience ◽  
Memory Advantage ◽  
Possible Cause ◽  
Self Reference

We used a subliminal priming procedure to explore whether or not the intensity of identity salience facilitates the advantage of memory in distinguishing between the strength of the group-reference effect and that of the self-reference effect. In Experiment 1 (N = 124), participants were primed with in-group, out-group, or combined salience conditions before encoding adjectives with reference to the in-group and out-group, and were then subsequently given a surprise free-recall test. These results showed that the intensity of social identity could predict the memory advantage of group-reference tasks; moreover, the memory effect of group-reference tasks was strongest in the combined salience condition compared with in-group or out-group salience alone. In Experiment 2 (N = 81), we used different referential conditions and found that the intensity of social identity changed with identity salience and was a possible cause of differences between the intensity of the group-reference effect and that of the self-reference effect.

scholarly journals Self-perceptions of twice-exceptional students: The influence of labels and educational placement on the self-concept of post-secondary G/LD students

2018 ◽  
Vol 1 ◽  
Author(s):  
Megan Lummiss
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Group Membership ◽  
Structured Interview ◽  
The Body ◽  
The Self ◽  
Self Concept ◽  
Educational Placement ◽  
Post Secondary ◽  
Self Perceptions

Research highlights the importance of positive self-concept for children and the influence of self-concept on long-term success (Elbaum, 2002; Fong & Yuen, 2009; Rudasill, Capper, Foust, Callahan, Albaugh, 2009), yet studies have rarely focused on the self-perceptions of self-concept of students identified as gifted and with a learning disability (G/LD). Adopting a qualitative case study approach, this study explored how eight post-secondary G/LD students perceived the development of self-concept over time, and how labelling and educational placement influenced those self-perceptions. Data collection included a demographic questionnaire, a Body Biography, and a semi-structured interview that focused on the Body Biography and participants’ self-perceptions of educational placement, labels, social identity, group membership, and self-concept. Guided by the Marsh/Shavelson model of self-concept (1985) and the Social Identity Theory (1986), findings revealed that participants often perceived the gifted and LD components of the G/LD identification as separate entities; that a gifted in-group membership was more often perceived when discussing individual strengths, while an LD in-group membership was perceived when reflecting upon their weaknesses. The findings from this study support the notion that each G/LD student is unique and that identification methods and placement options continue to be a concern with respect to the development of self-concept for G/LD students.

Five-year-olds can show the self-reference advantage

2005 ◽  
Vol 29 (5) ◽  
pp. 382-387 ◽  
Author(s):  
Jie Sui ◽  
Ying Zhu
Keyword(s):  
Free Recall ◽  
Face Image ◽  
The Self ◽  
Task Demand ◽  
New Paradigm ◽  
Self Reference

The current study developed a new paradigm to determine the age at which children begin to show the self-reference advantage in memory. Four-, 5-, and 10-year-olds studied lists of colourful object pictures presented together with self or other face image, and participants were asked to report aloud “who is pointing at the (object).” Then incidental free recall was carried out, followed by source judgments based on the earlier test where participants had to distinguish who pointed to the object. In Experiment 1, only 5-year-old children showed self-reference advantage in the recall, but not in source judgments. By increasing task demand in Experiment 2, 5 and 10-year-olds also showed the self-reference advantage in the recall, but not in source judgments. These results indicated that the new paradigm is appropriate to measure children's self-reference effect in memory, and children as young as 5 years begin to show this effect.

scholarly journals Investigating a self-reference effect in musical aesthetics

2020 ◽  
Vol 1 ◽  
Author(s):  
Anna Kasdan ◽  
Amy M. Belfi
Keyword(s):  
Aesthetic Experience ◽  
Memory Task ◽  
The Self ◽  
Close Relative ◽  
Musical Aesthetics ◽  
Musical Excerpts ◽  
Memory Advantage ◽  
Self Reference ◽  
Condition B ◽  
Aesthetic Judgments

AbstractPrevious work on aesthetic experience suggests that aesthetic judgments are self-referential. The self-reference effect (SRE) is the tendency for individuals to show improved memory for items that are judged in relation to themselves. The current study sought to understand if the SRE exists for aesthetic judgments of music. Participants heard musical excerpts (classical, jazz, and electronic) and rated either a) how much they liked the music (Self condition), b) how much a close relative or friend would like the music (Other condition), or c) the genre of the music (Genre condition). After a retention interval, participants completed a recognition memory task for the musical excerpts. Participants did not show improved memory for musical excerpts encoded in the Self condition. These results extend the concept of the SRE into the domain of aesthetic judgments, but do not provide support for a memory advantage when making aesthetic judgments in relation to the self.

scholarly journals Self-Reference Effect Induced by Self-Cues Presented During Retrieval

2021 ◽  
Vol 12 ◽  
Author(s):  
Liguo He ◽  
Wei Han ◽  
Zhan Shi
Keyword(s):  
Relevant Information ◽  
The Self ◽  
The Other ◽  
Geometric Shapes ◽  
Self And Other ◽  
Retrieval Condition ◽  
Self Reference ◽  
Retrieval Phase

The self-reference effect (SRE) refers to better memory for self-relevant than for other-relevant information. Generally, the SRE is found in conditions in which links between the stimuli and the self are forged in the encoding phase. To investigate the possibility that such conditions are not prerequisites for the SRE, this research developed two conditions by using two recognition tasks involving abstract geometric shapes (AGSs). One was the cue-in-encoding condition in which self- and other-cues were presented to construct links with AGSs during the encoding phase, and the other was the cue-in-retrieval condition in which self- and other-cues were presented to construct links with AGSs during the retrieval phase. The SRE was found in both conditions. The findings reveal that self-cues merely presented during the retrieval phase are sufficient to induce the SRE. Links between the stimuli and the self constructed during the encoding phase may not be necessary prerequisites for the SRE.

scholarly journals Dissociable Neural Substrates for Agentic versus Conceptual Representations of Self

2010 ◽  
Vol 22 (10) ◽  
pp. 2186-2197 ◽  
Author(s):  
Lindsey J. Powell ◽  
C. Neil Macrae ◽  
Jasmin Cloutier ◽  
Janet Metcalfe ◽  
Jason P. Mitchell
Keyword(s):  
Personality Traits ◽  
Cognitive Processes ◽  
Conceptual Knowledge ◽  
Memory Performance ◽  
Neural Substrates ◽  
The Self ◽  
Intraparietal Sulcus ◽  
Memory Enhancement ◽  
The Brain ◽  
Self Reference

Although humans generally experience a coherent sense of selfhood, we can nevertheless articulate different aspects of self. Recent research has demonstrated that one such aspect of self—conceptual knowledge of one's own personality traits—is subserved by ventromedial prefrontal cortex (vMPFC). Here, we examined whether an alternative aspect of “self”—being an agent who acts to achieve one's own goals—relies on cognitive processes that overlap with or diverge from conceptual operationalizations of selfhood. While undergoing fMRI, participants completed tasks of both conceptual self-reference, in which they judged their own or another person's personality traits, and agentic self-reference, in which they freely chose an object or watched passively as one was chosen. The agentic task failed to modulate vMPFC, despite producing the same memory enhancement frequently observed during conceptual self-referential processing (the “self-reference” effect). Instead, agentic self-reference was associated with activation of the intraparietal sulcus (IPS), a region previously implicated in planning and executing actions. Experiment 2 further demonstrated that IPS activity correlated with later memory performance for the agentic, but not conceptual, task. These results support views of the “self” as a collection of distinct mental operations distributed throughout the brain, rather than a unitary cognitive system.

scholarly journals Medial PFC Damage Abolishes the Self-reference Effect

2012 ◽  
Vol 24 (2) ◽  
pp. 475-481 ◽  
Author(s):  
Carissa L. Philippi ◽  
Melissa C. Duff ◽  
Natalie L. Denburg ◽  
Daniel Tranel ◽  
David Rudrauf
Keyword(s):  
Large Scale ◽  
Functional Neuroimaging ◽  
Neural System ◽  
The Self ◽  
Neural Representation ◽  
Fmri Study ◽  
Memory Advantage ◽  
Medial Pfc ◽  
Trait Judgment ◽  
Self Reference

Functional neuroimaging studies suggest that the medial PFC (mPFC) is a key component of a large-scale neural system supporting a variety of self-related processes. However, it remains unknown whether the mPFC is critical for such processes. In this study, we used a human lesion approach to examine this question. We administered a standard trait judgment paradigm [Kelley, W. M., Macrae, C. N., Wyland, C. L., Caglar, S., Inati, S., & Heatherton, T. F. Finding the self? An event-related fMRI study. Journal of Cognitive Neuroscience, 14, 785–794, 2002] to patients with focal brain damage to the mPFC. The self-reference effect (SRE), a memory advantage conferred by self-related processing, served as a measure of intact self-processing ability. We found that damage to the mPFC abolished the SRE. The results demonstrate that the mPFC is necessary for the SRE and suggest that this structure is important for self-referential processing and the neural representation of self.

Kunst als reflexive Form und als reflektierende Bewegung

2010 ◽  
Vol 55 (2) ◽  
pp. 75-86
Author(s):  
Brigitte Hilmer
Keyword(s):  
Propositional Content ◽  
The Self ◽  
Aesthetic Judgement ◽  
The Difference ◽  
Self Reference

Kunst kann dann als reflexiv interpretiert werden, wenn Reflexivität nicht auf propositionalen Gehalt oder sogar sprachliche Artikulation angewiesen ist. Reflexion tritt auf in den Modi der Selbstbeziehung des Lebendigen, des Überlegens und der Selbstreferenz im Symbolischen. Kunst ist ein Reflexionsmedium, das diese Modi beansprucht und miteinander verflicht. Eine spezifisch ästhetische Reflexivität ist von und nach Kant nach dem Vorbild der transzendentalen Reflexion und in Konkurrenz zu ihr etabliert worden. Sie läßt sich als Reflexivität des ästhetischen Urteils, als emphatisches Gemachtsein, als Rückwendung auf Wahrnehmungsvollzüge oder als Begriffsreflexion verstehen. Dabei wird die Unterscheidung von Anschauung und Verstand in deren Zusammenspiel oder Abspaltung vorausgesetzt. Von der Analogie zur transzendentalen Reflexion löst sich aber erst ein Verständnis von ästhetischer Reflexivität, das von den drei Modi und ihrer Verflechtung ausgeht.<br><br>Reflexivity does not presuppose linguistic articulation or even propositional content. If it did, art could not be called reflexive. Reflexivity can be found in the self-contact of the living, in mental reflection or in symbolic self-reference. Art is a medium which claims these different modes of reflexivity and intertwines them. Aesthetic reflexivity as such has been established by Kant and his epigones, following the model of transcendetal reflection. Thus it could be specified as the reflexive structure of aesthetic judgement, or as an emphasis on a work’s being created, or as a reference to perception itself in the process of perceiving, or as a way of reflecting concepts. Aesthetic reflexivity can only be detached from the model of transcendental reflection, if it is seen as oriented towards the interaction among the three modes of reflection mentioned above, leaving aside the difference, interplay or competition between perception and conceptual capacities.

Comparative Context and Relevant Group Membership: Attitudes on Gender Inequality within the Context of Contrasting Leaders

2018 ◽  
Author(s):  
Ayoub Bouguettaya
Keyword(s):  
Social Identity ◽  
Gender Inequality ◽  
Social Identity Theory ◽  
Context Effect ◽  
Group Membership ◽  
Identity Theory ◽  
Relevant Group ◽  
Leader Perceptions ◽  
Main Effects

In this paper, the interaction between relevant group membership (i.e. gender) and context on leader perceptions was analysed within the paradigm of social identity theory. It was hypothesised that sharing group membership with a leader would result in to more positive ratings of a leader, while context would change how leaders were viewed depending on how much they embodied group values in relation to other leaders. The issue of contention to be contrasted between leaders was gender inequality. This context effect pattern was predicted to be different for males than females; males were believed to rate a leader more positively when the leader expressed a contextually more dismissive view, while females were predicted to rate a leader better when the leader expressed a contextually more proactive view. The hypotheses about the main effects of gender and context were supported; however, the results for the interaction were mixed in support. Gender and context did significantly interact, but it was not always in the directions predicted. Further research into this interaction is needed.

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