{"id":{"repo_id":"abertay","oai_identifier":"oai:rke.abertay.ac.uk:studenttheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316"},"canonical_url":"https://search.dev.ndltd.org/etd/abertay/oai:rke.abertay.ac.uk:studenttheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316","repository":{"repo_id":"abertay","name":"Abertay University","base_url":"https://rke.abertay.ac.uk/ws/oai"},"display":{"title":"Exploring the self-reference effect and its educational applications in typically developing children and children with Attention Deficit Hyperactivity Disorder","abstract":"Introduction: It has been discovered that items, events, or actions which are encoded self-referentially result in a memory advantage. This has been termed the ‘self-reference effect’. There is a lack of research concerning self-referential processes within typically developing children, and children diagnosed with ADHD as well as the educational applications of the self-reference effect. <br/><br/>Objectives: Experiment 1 measured evaluative and physical self-referential processes within typically developing children and the efficacy of self-referencing methods within an educational task. Experiment 2 replicated the study and compared performance between children with ADHD and a matched control sample. <br/><br/>Results: In Experiment 1, children displayed a source memory advantage for self-related items, and better recall for self-performed actions. Within the educational task, there was a ceiling effect and therefore no attention and memory advantage was observed following self- encoding. Within Experiment 2, typically-developing and ADHD groups showed overall better memory for actions performed by the self. Children with ADHD showed no difference in self and other item memory in the evaluative self-referencing task. Among both groups within the educational task, a ceiling effect was observed.<br/><br/>Conclusion: The study is the first to explore and provide potential evidence of physical self-referential biases within ADHD children, adding to our basic understanding of the self-construct within the clinical group. Children with ADHD showed a similar physical but not cognitive self-reference effect as typically developing children, suggesting that reduced attentional capacity may impact on the effects of the self. Implications and ideas for further research are discussed.<br/>","abstract_html":"Introduction: It has been discovered that items, events, or actions which are encoded self-referentially result in a memory advantage. This has been termed the ‘self-reference effect’. There is a lack of research concerning self-referential processes within typically developing children, and children diagnosed with ADHD as well as the educational applications of the self-reference effect. &lt;br/&gt;&lt;br/&gt;Objectives: Experiment 1 measured evaluative and physical self-referential processes within typically developing children and the efficacy of self-referencing methods within an educational task. Experiment 2 replicated the study and compared performance between children with ADHD and a matched control sample. &lt;br/&gt;&lt;br/&gt;Results: In Experiment 1, children displayed a source memory advantage for self-related items, and better recall for self-performed actions. Within the educational task, there was a ceiling effect and therefore no attention and memory advantage was observed following self- encoding. Within Experiment 2, typically-developing and ADHD groups showed overall better memory for actions performed by the self. Children with ADHD showed no difference in self and other item memory in the evaluative self-referencing task. Among both groups within the educational task, a ceiling effect was observed.&lt;br/&gt;&lt;br/&gt;Conclusion: The study is the first to explore and provide potential evidence of physical self-referential biases within ADHD children, adding to our basic understanding of the self-construct within the clinical group. Children with ADHD showed a similar physical but not cognitive self-reference effect as typically developing children, suggesting that reduced attentional capacity may impact on the effects of the self. Implications and ideas for further research are discussed.&lt;br/&gt;","abstract_has_math":false,"creators":["Ahmed, Zahra"],"institution":"Abertay University","degree_name":"Masters by Research","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Cunningham, Sheila"],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-10","date_published":"2017-10","updated_at":"2026-07-24T00:50:03Z","subjects":["Self","Self-referencing","ADHD","Education","Attention","Memory"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:rke.abertay.ac.uk:studenttheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316"],"render_values":[{"text":"oai:rke.abertay.ac.uk:studenttheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316","href":null,"code":true}]}]},"links":{"outbound_url":"https://rke.abertay.ac.uk/en/studentTheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Cunningham, Sheila"]},{"key":"dc:contributor.sponsor","label":"Sponsor","values":["Leverhulme Trust"]},{"key":"dc:creator","label":"Author","values":["Ahmed, Zahra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-10"]},{"key":"dc:date.issued","label":"Date","values":["2017-10"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["SAS"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Abertay University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://rke.abertay.ac.uk/en/studentTheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters Thesis"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Masters by Research"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Self","Self-referencing","ADHD","Education","Attention","Memory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights.embargodate","label":"Dc Rights Embargodate","values":["2020-03-05"]},{"key":"dc:rights.embargoreason","label":"Dc Rights Embargoreason","values":["/dk/atira/pure/core/document/studentthesisembargoreason/publicationissues"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:rke.abertay.ac.uk:studenttheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316","https://rke.abertay.ac.uk/en/studentTheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://rke.abertay.ac.uk/files/15104157/Ahmad_Z_ExploringtheSelf_ReferenceEffect_MbR_2017.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Introduction: It has been discovered that items, events, or actions which are encoded self-referentially result in a memory advantage. This has been termed the ‘self-reference effect’. There is a lack of research concerning self-referential processes within typically developing children, and children diagnosed with ADHD as well as the educational applications of the self-reference effect. <br/><br/>Objectives: Experiment 1 measured evaluative and physical self-referential processes within typically developing children and the efficacy of self-referencing methods within an educational task. Experiment 2 replicated the study and compared performance between children with ADHD and a matched control sample. <br/><br/>Results: In Experiment 1, children displayed a source memory advantage for self-related items, and better recall for self-performed actions. Within the educational task, there was a ceiling effect and therefore no attention and memory advantage was observed following self- encoding. Within Experiment 2, typically-developing and ADHD groups showed overall better memory for actions performed by the self. Children with ADHD showed no difference in self and other item memory in the evaluative self-referencing task. Among both groups within the educational task, a ceiling effect was observed.<br/><br/>Conclusion: The study is the first to explore and provide potential evidence of physical self-referential biases within ADHD children, adding to our basic understanding of the self-construct within the clinical group. Children with ADHD showed a similar physical but not cognitive self-reference effect as typically developing children, suggesting that reduced attentional capacity may impact on the effects of the self. Implications and ideas for further research are discussed.<br/>"]},{"key":"dc:title","label":"Title","values":["Exploring the self-reference effect and its educational applications in typically developing children and children with Attention Deficit Hyperactivity Disorder"]}]}],"canonical_facts":{"dc:contributor.advisor":["Cunningham, Sheila"],"dc:contributor.sponsor":["Leverhulme Trust"],"dc:creator":["Ahmed, Zahra"],"dc:date":["2017-10"],"dc:date.issued":["2017-10"],"dc:description.abstract":["Introduction: It has been discovered that items, events, or actions which are encoded self-referentially result in a memory advantage. This has been termed the ‘self-reference effect’. There is a lack of research concerning self-referential processes within typically developing children, and children diagnosed with ADHD as well as the educational applications of the self-reference effect. <br/><br/>Objectives: Experiment 1 measured evaluative and physical self-referential processes within typically developing children and the efficacy of self-referencing methods within an educational task. Experiment 2 replicated the study and compared performance between children with ADHD and a matched control sample. <br/><br/>Results: In Experiment 1, children displayed a source memory advantage for self-related items, and better recall for self-performed actions. Within the educational task, there was a ceiling effect and therefore no attention and memory advantage was observed following self- encoding. Within Experiment 2, typically-developing and ADHD groups showed overall better memory for actions performed by the self. Children with ADHD showed no difference in self and other item memory in the evaluative self-referencing task. Among both groups within the educational task, a ceiling effect was observed.<br/><br/>Conclusion: The study is the first to explore and provide potential evidence of physical self-referential biases within ADHD children, adding to our basic understanding of the self-construct within the clinical group. Children with ADHD showed a similar physical but not cognitive self-reference effect as typically developing children, suggesting that reduced attentional capacity may impact on the effects of the self. Implications and ideas for further research are discussed.<br/>"],"dc:identifier":["oai:rke.abertay.ac.uk:studenttheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316","https://rke.abertay.ac.uk/en/studentTheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316"],"dc:identifier.uri":["https://rke.abertay.ac.uk/files/15104157/Ahmad_Z_ExploringtheSelf_ReferenceEffect_MbR_2017.pdf"],"dc:language":["eng"],"dc:publisher.department":["SAS"],"dc:publisher.institution":["Abertay University"],"dc:relation.isreferencedby":["https://rke.abertay.ac.uk/en/studentTheses/9a290c0c-279f-4eb9-bb28-0f158bc5f316"],"dc:rights.embargodate":["2020-03-05"],"dc:rights.embargoreason":["/dk/atira/pure/core/document/studentthesisembargoreason/publicationissues"],"dc:subject":["Self","Self-referencing","ADHD","Education","Attention","Memory"],"dc:title":["Exploring the self-reference effect and its educational applications in typically developing children and children with Attention Deficit Hyperactivity Disorder"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["Masters Thesis"],"dc:type.qualificationname":["Masters by Research"]},"updated_at":"2026-07-24T00:50:03Z"}