The self-reference effect (SRE) is the memory enhancement associated with information linked to self. Unlike 4- to 6-year-olds, adults show stronger memory enhancement when self-processing is “evaluative” (eSRE) than when self-processing is “incidental” (iSRE). Here, the developmental change from shallow to rich self-processing was programmatically explored. In Study 1, 6- to 11-year-olds (N = 189) showed an eSRE = iSRE pattern. However, eSRE magnitude was limited by ceiling effects. Avoiding ceiling effects, Study 2 showed a developmentally stable eSRE > iSRE pattern in 8- to 11-year-olds (N = 96; η_p² = .06). Study 3 used a different paradigm to confirm that 8- to 11-year-olds are capable of evaluative encoding even without concrete self stimuli. However, the evaluative boost for children was smaller than that for adults (N = 104; η_p² = .06). Results are discussed with reference to the developing self and its capacity to support memory.

自我参照效应 (SRE) 是与与自我相关的信息相关的记忆增强。与 4 至 6 岁的儿童不同，当自我处理是“评估性的”（eSRE）时，成年人的记忆力增强比自我处理是“偶然的”（iSRE）时更强。在这里，以编程方式探索了从浅层到丰富的自我处理的发展变化。在研究 1 中，6 至 11 岁的儿童 ( N  = 189) 表现出 eSRE = iSRE 模式。然而，eSRE 的大小受到天花板效应的限制。避免天花板效应，研究 2 显示 8 至 11 岁儿童发育稳定的 eSRE > iSRE 模式（N  = 96；η _p ² = .06)。研究 3 使用不同的范式来确认 8 至 11 岁的儿童即使没有具体的自我刺激也能够进行评估编码。然而，儿童的评价提升小于成人（N  = 104；η _p ²  = .06）。参考发展中的自我及其支持记忆的能力来讨论结果。