Self-choice Effect Research Articles

The Self Choice Effect When Choosing for Others.

People tend to remember information from which they chose better than information assigned to them-a pattern known as the self-choice effect. The present studies tested the hypothesis that choosing for another person also improves memory. Studies 1a and 1b found that choosing for self and choosing for others both enhance memory compared with having no choice. Study 2 found that choosing for others boosts memory regardless of the closeness of the other. Study 3 found no memory benefit of making easy or difficult choices for others, contrary to predictions. And in Study 4 choosing for others enhanced memory only for chosen items. A mini meta-analysis combining all studies supported the conclusion that choosing for others enhances memory on a par with choosing for oneself. These results suggest that the effects of choice on memory signify something other than self-reference, which we presume to be substantially reduced when choosing for others.

Drinking the waters of Lethe: Bringing voluntary choice into the study of voluntary forgetting.

The directed forgetting paradigm has long been used to test whether humans can voluntarily choose to forget learned information. However, to date, nearly all directed forgetting paradigms have involved a forced-choice paradigm, in which the participants are instructed about which learned information they should forget. While studies have repeatedly shown that this directed forgetting does lead to a decreased ability to later remember the information, it is still unclear whether these effects would be present if participants were allowed to, of their own accord, choose which information they wanted to forget. In two experiments here, we introduce a free-choice variety of the item method directed forgetting paradigm and show that directed forgetting effects are robust, both for instructed and voluntary forgetting. We discuss the implications of our findings for notions of voluntary forgetting and for the self-choice effect in memory.

Making memorable choices: Cognitive control and the self-choice effect in memory

ABSTRACT The current research tested the effects of active choice on memory (i.e., the self-choice effect). Across 14 experiments (N = 1100) we found that memory for choice alternatives was improved by choosing versus being assigned information to remember. A subset of 3 experiments found a bigger self-choice effect for more difficult choices. And a subset of 6 experiments found that prior acts of self-control reduce the self-choice effect. These findings represent unbiased estimates of the self-choice effect (d = 0. 62), the magnitude of the self-choice effect for easy (d = 0.35) versus more difficult (d = 0.87) choices, and the effect of ego depletion on choice memory (d = 0.39). Discussion centers on the role of cognitive control.

Self-choice effects in memory and criteria of choosing

Self-choice effects in memory and criteria of choosing

Self-choice effects in intentional memory and criteria of choosing

Self-choice effects in intentional memory and criteria of choosing

Self-choice effects in intentional memory

Self-choice effects in intentional memory

Basic Research on Self-Choice Effect and Self-Efficacy in Science Learning : An analysis of learner's metamemory

Basic Research on Self-Choice Effect and Self-Efficacy in Science Learning : An analysis of learner's metamemory

The self-choice effect as a function of the locus of choice

The self-choice effect as a function of the locus of choice

Is the qualitative difference for choice criteria a critical factor for the self-choice effect?

Is the qualitative difference for choice criteria a critical factor for the self-choice effect?

The role of word choice and criterion on intentional memory.

The relationship between the criterion for choosing and the self-choice effects (greater recall in a self-choice compared to a forced-choice condition) on intentional memory was examined. Thirty-three female nursing school volunteers were administered 24 word pairs in a 2 × 2 design to assess the influence of motivation upon free recall. When word pairs were presented to participants, they were asked to choose a word to-be-remembered, either in a self-choice condition or a forced-choice condition. Words chosen by the participants were recalled more often than those chosen by the experimenter (forced choice). Thus, the self-choice effect was greater for words chosen with a self-reference criterion compared to a metamemory criterion, supporting the integration hypothesis as the origin of the self-choice effect.

<Article>Individual Differences in Choice and the Self-Choice Effect : In Relation to Indecisiveness and Cognitive Style

<Article>Individual Differences in Choice and the Self-Choice Effect : In Relation to Indecisiveness and Cognitive Style

Self-choice effects on intentional memory and criterion of self-reference

Self-choice effects on intentional memory and criterion of self-reference

An examination of distinctive processing account on the self-choice effect: When word choice trials are repeated in the same category and the criterion

An examination of distinctive processing account on the self-choice effect: When word choice trials are repeated in the same category and the criterion

Is the retention of the TBR candidates critical for the self-choice effect?

Is the retention of the TBR candidates critical for the self-choice effect?

Self-choice effect on true memory and false memory with a recognition test 2

Self-choice effect on true memory and false memory with a recognition test 2

The self-choice effects on memory and individual differences in emotional intelligence

The present study examined the self-choice effects on intentional memory and the relation between individual differences in emotional intelligence, and the size of the self-choice effects. Word pairs were supplied to the participants in either a self-choice or forced-choice condition. In the self-choice condition the participants were asked to choose one of the words that elicited more pleasant or more unpleasant episodes, and to remember the chosen word. In the forced-choice condition one of the paired words was underlined to signify that it was the word to remember. For participants who chose a word that elicited more pleasant episodes, self-choice effects were observed in pleasant-pleasant and pleasant-unpleasant word pairs. However, for participants who were asked to choose a word that elicited more unpleasant episodes, the effects were found in unpleasant-unpleasant and pleasant-unpleasant word pairs. The size of the self-choice effects was determined by the level of emotional intelligence.

<Article>Memory for Unchosen Words in the Self-choice Effect : From the Perspective of Relational and Distinctive Processing

<Article>Memory for Unchosen Words in the Self-choice Effect : From the Perspective of Relational and Distinctive Processing

Memory for nonchosen words in the self-choice effect.

Memory for nonchosen words in the self-choice effect.

<Article>Issues and Visions in Studies on the Self-choice Effect

<Article>Issues and Visions in Studies on the Self-choice Effect

Self-choice Effect on Intentional Memory and Emotional intelligence

Self-choice Effect on Intentional Memory and Emotional intelligence