@article{oai:nagoya.repo.nii.ac.jp:00002541,
 author = {堀内, 孝 and Horiuchi, Takashi},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Dec},
 note = {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., 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。},
 pages = {157--170},
 title = {自己関連づけ効果の理論をめぐる問題},
 volume = {42},
 year = {1995}
}