Capitalizing on the Self-Referencing Effect in General Psychology: A Preliminary Study

Barney, Steve T.

doi:10.1080/10720530600992915

Cited by 6 publications

(4 citation statements)

References 16 publications

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“…This pattern of findings is reminiscent of Pathman et al (2011) because they found that age-related differences in recognition memory accuracy were minimized for a condition which involved high personal involvement compared to a condition that was designed to be less self-relevant. These patterns add to evidence that increasing self-relevance and ownership can boost children’s memory (e.g., Turk et al, 2008 ; Cunningham et al, 2013 , 2014 , 2018 ) and affect adults’ memory accuracy, content, or elaborative processing (see Rogers et al, 1977 ; Barney, 2007 ).…”

Section: Discussionsupporting

confidence: 57%

Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children’s Memory and Learning During Summer Camp at a Local Zoo

et al. 2021

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School-aged children often participate in school field trips, summer camps or visits at informal learning institutions like zoos and museums. However, relatively little is known about children’s memory and learning from these experiences, what types of event details and facts are retained, how retention varies across age, and whether different patterns are observed for different types of experiences. We aimed to answer these questions through a partnership with a local zoo. Four- to 10-year-old children (N = 122) participated in a weeklong summer camp, during which they engaged in dynamic events, including visits to zoo animals. On the last day of camp, we elicited autobiographical event narratives for two types of experiences: a child-selected animal event (visit to their favorite animal) and an experimenter-selected animal event. We coded event narratives for length and breadth using previously used autobiographical memory (AM) narrative coding schemes. In addition, we created a coding scheme to examine retention of semantic information (facts). We report the types of autobiographical event details and facts children recalled in their narratives, as well as age group differences that were found to vary depending on the type of information and type of event. Through this naturalistic, yet controlled, study we gain insights into how children remember and learn through hands-on activities and exploration in this engaging and dynamic environment. We discuss how our results provide novel information that can be used by informal learning institutions to promote children’s memory and retention of science facts.

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Section: Discussionsupporting

confidence: 57%

Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children’s Memory and Learning During Summer Camp at a Local Zoo

et al. 2021

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“…Seeing such connections may allow individuals to view new information from a different perspective, and develop a more in-depth integration of their knowledge (Bransford & Schwartz, 1999). In addition, simply referencing the self when learning new material can lead to learning gains (e.g., Barney, 2007; for a review see Symons & Johnson, 1997). Consistent with this hypothesis is the finding that instructing individuals to find connections between learning situations can increase the likelihood of adapting a skill from one situation to another (i.e., cognitive transfer; Burke & Hutchins, 2007; Gentner, Loewenstein, & Thompson, 2003; Gick & Holyoak, 1980).…”

Section: Learning Why the Utility Value Intervention Workmentioning

confidence: 99%

Making connections: Replicating and extending the utility value intervention in the classroom.

Hulleman

Kosovich

Barron

et al. 2017

Journal of Educational Psychology

216

259

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We replicated and extended prior research investigating a theoretically guided intervention based on expectancy-value theory designed to enhance student learning outcomes (e.g., Hulleman & Harackiewicz, 2009). First, we replicated prior work by demonstrating that the utility value intervention, which manipulated whether students made connections between the course material and their lives, increased both interest and performance of low-performing students in a college general education course. Second, we extended prior research by both measuring and manipulating one possible pathway of intervention effects: the frequency with which students make connections between the material and their lives. In Study 1, we measured connection frequency and found that making more connections was positively related to expecting to do well in the course, valuing the course material, and continuing interest. In Study 2, we manipulated connection frequency by developing an enhanced utility value intervention designed to increase the frequency with which students made connections. The results indicated that students randomly assigned to either utility value intervention, compared with the control condition, subsequently became more confident that they could learn the material, which led to increased course performance. The utility value interventions were particularly effective for the lowest-performing students. Compared with those in the control condition who showed a steady decline in performance across the semester, low-performing male students randomly assigned to the utility value conditions increased their performance across the semester. The difference between the utility value and control conditions for lowperforming male students was strongest on the final exam (d ϭ .76).

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“…Expectancy value theory of achievement motivation describes the utility value as how a task fits into an individual’s future plan (e.g., a career plan). Previous studies have found that students referencing oneself when they are learning new materials could lead to learning gains. , Therefore, students are expected to relate the task to their personal plan and frame their responses in the first person (e.g., I, we, me, us etc. ), in other words, use internal agents in their responses.…”

Section: Methodsmentioning

confidence: 99%

Efficacy and Insights Gained from a Utility Value Intervention with Inorganic Chemistry Students

Wang

Lewis

2022

J. Chem. Educ.

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Utility value interventions (UVIs) are brief assignments designed to promote students' perceived utility value of the content they are learning. UVIs have been shown to improve students' academic performance in varying STEM courses; however, the use of UVIs in either chemistry courses or upper-level courses has not been well explored. This study evaluated a UVI in an upper-level chemistry course on student performance using an experimental design. Students were randomly assigned to either a utility value group or a content summary group. The first group received prompts asking students to describe the utility of what they are learning toward their career plans; the second group received prompts asking students to summarize what they are learning. Each student received three prompts over the semester and was tasked to write a short essay in response to each prompt. To evaluate the UVI, independent sample t tests were conducted on exam scores between the two groups, and effect sizes indicated that the UVI has no impact on one exam and a positive impact on two exams. In addition to the quantitative evaluation, the study qualitatively characterized student engagement in the intervention, namely how students' responses demonstrated an internalization of the perceived utility value of chemistry topics. The results suggest that the majority of students perceived a personal utility of chemistry topics as the intervention intended. Furthermore, students' responses provided details on their career plans, which can provide instructors' insight in designing curricula responsive to students' plans. In summary, enacting UVIs has low instructional costs and may benefit student performance and provide valuable insights for the instructors. Therefore, UVIs are recommended for consideration in instructional practices of upper-level chemistry courses.

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Capitalizing on the Self-Referencing Effect in General Psychology: A Preliminary Study

Cited by 6 publications

References 16 publications

Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children’s Memory and Learning During Summer Camp at a Local Zoo

Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children’s Memory and Learning During Summer Camp at a Local Zoo

Making connections: Replicating and extending the utility value intervention in the classroom.

Efficacy and Insights Gained from a Utility Value Intervention with Inorganic Chemistry Students

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