Processing advantages arising from self-association have been documented across various stimuli and paradigms. However, the implications of “self-association” for affective and social behavior have been scarcely investigated. The approach-avoidance task (AAT) offers an opportunity to investigate whether the privileged status of the “self” may also translate into differential evaluative attitudes toward the “self” in comparison to “others”. In the current work, we first established shape-label associations using the associative-learning paradigm, and then asked the participants to engage in an approach-avoidance task to test whether attitudinal differences induced on the account of self-association lead to participants having different approach-avoidance tendencies toward the “self-related” stimuli relative to the “other-related” stimuli. We found that our participants responded with faster approach and slower avoidance tendencies for shapes associated with the “self” and slower approach and faster avoidance tendencies for the shapes associated with the “stranger.” These results imply that “self-association” may lead to positive action tendencies toward “self-associated” stimuli, and at the same time lead to neutral or negative attitudes toward stimuli not related to the “self”. Further, as the participants responded to self-associated vs. other-associated stimuli cohorts, these results may also have implications for the modulation of social group-behaviors in favor of those like the self and against those in contrast to the self-group.

Self-related information is processed with priority, an effect known as the self-prioritization effect (SPE). Recent studies on SPE show enhanced cognitive processing of the newly learned self-association compared to non-self (such as mother, friend, and stranger) associations among younger and older adults. However, developmental influences on the magnitude of SPE remain poorly understood. In order to examine the developmental impacts on the SPE, in the present study, we recruited participants ranging from 9–22 years of age and divided them into three age groups: older children (age 9–13), teenagers (age 14–17), and young adult (age 18–22) and compared their performance in the matching judgment task. Our results show more significant bias toward self than mother, friend, or stranger condition in all the three age groups, showing robust SPE in the 9-22-year-old age group. We also observed a more significant bias toward mother-association than friend and stranger-association in all the age groups showing an enhanced bias toward mother. Our study extends the SPE in older children and teenagers and shows that SPE remains robust and stable throughout childhood.