PSYC13H3 Lecture Notes - Lecture 4: Behavioral Activation, Ingroups And Outgroups, In Essence
Document Summary
Reading guide week 4 mcconnell, brown, & shoda, 2013. Learning goal (lg) mbs1: o(cid:374)e of the earl(cid:455) hi(cid:374)ts that the (cid:862) elf(cid:863) (cid:373)ight ha(cid:448)e a spe(cid:272)ial status in cognition came from memory research. Markus (1977) demonstrated that participants showed greater attention to, and better recall of, information that was consistent with their self-view. Rogers, kuiper, and kirker (1977) showed that participants were more likely to remember a list of traits presented to them when they considered whether the traits were self-descriptive than when they processed the same trait in other ways. From data such as these, views of the self shifted f(cid:396)o(cid:373) (cid:271)ei(cid:374)g (cid:862)spe(cid:272)ial(cid:863) to (cid:271)ei(cid:374)g (cid:862)o(cid:396)di(cid:374)a(cid:396)(cid:455) (cid:271)ut po(cid:449)e(cid:396)ful,(cid:863) (cid:449)ith its detailed, highl(cid:455) ela(cid:271)o(cid:396)ated (cid:373)e(cid:373)o(cid:396)ial st(cid:396)u(cid:272)tu(cid:396)e aiding in encoding and retrieving information. Self-relevant information is frequently encountered and processed, increasing its accessibility in memory. When this elaborated knowledge becomes chronically accessible, it is often referred to as self-schematic knowledge.
