ABSTRACT

We examined behavioral and electrophysiological indices of self-referential and valence processing during a Self-Referential Encoding Task in 9- to 12-year-old children, followed by surprise memory tasks for self- and other-referential trait adjectives. Participants endorsed more positive than negative self-referential information but equally endorsed positive and negative information about the other character. Children demonstrated enhanced parietal LPP amplitudes in response to self- compared to other-referential trait adjectives. Positive and negative information was differentially remembered depending on the order of the referent cues presented, suggesting that social information undergoes differential consolidation processes depending on the referent and the order of presentation.

摘要

我们在 9 至 12 岁儿童的自我参照编码任务中检查了自我参照和效价处理的行为和电生理指标，然后是自我参照和其他参照特征形容词的意外记忆任务。参与者认可的正面信息多于负面的自我参照信息，但同样认可有关其他角色的正面和负面信息。与其他参照特征形容词相比，儿童对自我的反应表现出增强的顶叶 LPP 振幅。正面和负面信息的记忆取决于所指线索的顺序，这表明社会信息根据所指和呈现顺序经历不同的巩固过程。