A discrimination theory of selective perception was used to predict that a given trait would be spontaneously salient in a person's self-concept to the exten that this trait was distinctive for the person within her or his social groups. Sixth-grade students' general and physical spontaneous self-concepts were elicited in their classroom settings. The distinctiveness within the classroom of each student's characteristics on each of a variety of dimensions was determined, and it was found that in a majority of cases the dimension was significantly more salient in the spontaneous self-concepts of those students whose characteristic on thedimension was more distinctive. Also reported are incidental findings which include a description of the contents of spontaneous self-comcepts as well as determinants of their length and of the spontaneous mention of one's sex as part of one's self-concept.

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