| Abstrakt: |
Early theorists (e.g. James, 1892) recognized the relationship between the self‐concept and memory. Moreover, this approach has guided recent research with adult subjects (e.g. Markus and Sentis, 1982). It is proposed that the view that the self‐concept is a system of understanding which exists in memory has important implications for apprehending the emergence of the self‐concept. The merit of this view is that it facilitates predictions about both developmental and individual differences in children's self‐concept. Specifically, 1) if the self exists in memory, then age‐related changes observed in memory should also be found for the self; 2) individual differences should be observed due to the encoding of unique events in children's lives. Three studies are presented with pre‐school and school age children which provide support for these predictions. [ABSTRACT FROM PUBLISHER] |
