A Study Of Self-Reference Effect Of Middle School Students In Autobiographical Memory

Autobiographical memory(Autobiographical Memory,AM),as a special form of memory, usually refers to the memory of events experienced in the people’s daily life. It’s a mixed, integrated memory; not only including semantic memory and episodic memory, but also including a variety of information memory of the sence perception; More importantly, the relationship between autobiographical memory and self is very close, and the "self-referential" is very clear. The self-reference effect, means that when memory material by self-reference for memory processing results is better than when the memory materials to other reference conditions(e.g., semantic) of the phenomenon of memory; that is to say, individual when referring to themselves, its memory processing better. So far, no matter from the theory, or from the empirical studies, researches on memory self-reference effect have been maturing, but about the autobiographical memory contents of self-reference of the study is still relatively scarce. In this study, using R/K experimental paradigm, and selecting a total of 114 junior high school students and high school students as subjects of the investigation, and 144 adjective of personality traits as materials, and we taked a mixed desigh of three factors,6(reference conditions: self, mother, father, homosexual friend, heterosexual friend, stranger) × 2(Grade: grade eight, sophomore) × 2(gender: male and female), the reference conditions is within-subject design, grade and gender are designed to between-subject design, the dependent variable binding R/K judgement recognition rate and reaction rate, to investigate self-reference effect of middle school students in autobiographical memory.Experimental results showed that: on the R judgment, middle school students with her mother, and father and mother and father were not significant difference between each other, and the self, mother and father of the three control group were significantly better than control group strangers; there are significant grade differences and gender differences in students’ autobiographical memory reference effect.In this study, the following conclusions:(1) Middle school students’ autobiographical memory showed self-reference effect, and mother-reference effect, and father-reference effect.(2)There are significant differences in the reference conditions. Junior high school students in autobiographical memory showed self-reference effect, mother-reference effect, and father-reference effect; high school students in autobiographical memory showed self-reference effect, mother-reference effect, father-reference effect, and also showed homosexual and heterosexual friends-reference effect.(3)There are significant gender differences in the reference conditions. Female’s memory performance in reference to the mother and heterosexual friend conditions has significantly better than male.(4) Male and Female high school students showed gender-matching effect in the father and mother of reference. The boys’ s father-reference effect slightly larger than girls, the girls’ s mother-reference effect was significantly lager than boys.