Self-relevant material has been shown to be prioritized over stimuli relating to others (e.g., friend, stranger), generating benefits in attention, memory, and decision-making. What is not yet understood, however, is whether the conditions under which self-related knowledge is acquired impacts the emergence of self-bias. To address this matter, here we used an associative-learning paradigm in combination with a stimulus-classification task to explore the effects of different learning experiences (i.e., deterministic vs. probabilistic) on self-prioritization. The results revealed an effect of prior learning on task performance, with self-prioritization only emerging when participants acquired target-related associations (i.e., self vs. friend) under conditions of certainty (vs. uncertainty). A further computational (i.e., drift diffusion model) analysis indicated that differences in the efficiency of stimulus processing (i.e., rate of information uptake) underpinned this self-prioritization effect. The implications of these findings for accounts of self-function are considered.

与自身相关的材料已被证明优先于与他人（例如朋友、陌生人）相关的刺激，从而在注意力、记忆力和决策方面产生好处。然而，目前尚不清楚的是，获得自我相关知识的条件是否会影响自我偏见的出现。为了解决这个问题，我们在这里使用联想学习范式与刺激分类任务相结合来探索不同学习经历（即确定性与概率性）对自我优先的影响。结果揭示了先前学习对任务绩效的影响，只有当参与者在确定性（与不确定性）条件下获得与目标相关的关联（即自我与朋友）时，自我优先才会出现。进一步的计算（即漂移扩散模型）分析表明，刺激处理效率（即信息吸收率）的差异支撑了这种自我优先效应。考虑了这些发现对自我功能解释的影响。