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  1. A200 教育学部/教育発達科学研究科
  2. A200b 紀要
  3. 名古屋大學教育學部紀要. 教育心理学科
  4. 42

自己関連づけ効果の理論をめぐる問題

https://doi.org/10.18999/bulfep.42.157
https://doi.org/10.18999/bulfep.42.157
c43a99f8-9a9a-4742-bd4d-dc65f97f2c3c
名前 / ファイル ライセンス アクション
KJ00000137494.pdf KJ00000137494.pdf (1.5 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2006-01-06
タイトル
タイトル 自己関連づけ効果の理論をめぐる問題
その他のタイトル
その他のタイトル Some issues on the interpretation of the self-reference effect
著者 堀内, 孝

× 堀内, 孝

WEKO 6906

堀内, 孝

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Horiuchi, Takashi

× Horiuchi, Takashi

WEKO 6907

Horiuchi, Takashi

Search repository
キーワード
主題Scheme Other
主題 self-reference effect
キーワード
主題Scheme Other
主題 self-referent encoding
キーワード
主題Scheme Other
主題 cognitive structure
抄録
内容記述 Stimulus words judged for self (e. g., Does this word describe you?) are remembered better than stimulus words judged on a semantic orientation task (Does this word mean the same as xxx?) or judged with repect to other persons (Does this word describe your friend?). This phenomenon, known as the self-reference effect, has been amply demonstrated, and the effect have been examined under various experimental conditions. Many researchers have been assumed that self knowledge would be schemata or cognitive structure and that self knowledge would have a major influence on self-relevant information processing, in terms of organization, integration, and elaboration of input information. One could, therefore, conclude that the self-reference effect would be due to processing in relation to self knowledge. The self-reference effect generated much interest because it offers a method for exploring the role of self research in memory. Some problems, however, have rendered the self-reference paradigm less fruitful than it promised to be. One problem is that investigators are unable to agree on the mechanisms mediating the effect. Some investigators argue that other processes accompanying self-referencing (e. g., evaluative judgement or clustering) would be responsible for the observed facilitating effect. That is, self-reference is neither a necessary nor sufficient factor for memory facilitation in comparison with semantic orientation processing. Moreover, it was found that the self-reference effect was lacking under certain conditions. In order to solve these problems, this article evaluates the arguments for and against the common assumption about cognitive structures. In addition, this article also suggested importance of Klein, Loftus & Burton (1989)'s classification of self-referent task : a descriptive task, in which the subject decides whether a stimulus word is self-descriptive, and autobiographical task, in which the subject is asked to retrieve an autobiographical memory related to a stimulus word. That is, descriptive and autobiographical tasks rely on different processes to enhance memory. This article concludes with an interpretation that the self-reference effect is due to processing in knowledge. Further research is needed to examine the cognitive models about self in the light of the distinction between autobiographical and descriptive self-reference effects.
内容記述タイプ Abstract
内容記述
内容記述 国立情報学研究所で電子化したコンテンツを使用している。
内容記述タイプ Other
出版者
出版者 名古屋大学教育学部
言語
言語 jpn
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
ID登録
ID登録 10.18999/bulfep.42.157
ID登録タイプ JaLC
ISSN(print)
収録物識別子タイプ ISSN
収録物識別子 03874796
書誌情報 名古屋大學教育學部紀要. 教育心理学科

巻 42, p. 157-170, 発行日 1995-12
フォーマット
application/pdf
著者版フラグ
値 publisher
URI
識別子 http://hdl.handle.net/2237/3964
識別子タイプ HDL
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