You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Testing a Hierarchical Model of Self-Knowledge
Terry L. Schell, Stanley B. Klein and Susan H. Babey
Vol. 7, No. 3 (May, 1996), pp. 170-173
Stable URL: http://www.jstor.org/stable/40062935
Page Count: 4
You can always find the topics here!Topics: Personality traits, Self, Self knowledge, Social psychology, Adjectives, Personality psychology, Knowledge representation, Psychology, Memory, Memory retrieval
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
A priming procedure (e.g., Klein, Loftus, Trafton, & Fuhrman, 1992) was used to test a hierarchical model of self-knowledge. According to this model, people simultaneously hold multiple representations of themselves that differ both in their context specificity and in the type of knowledge of which they consist. Specifically, context-independent self-knowledge is assumed to be represented abstractly without reference to any particular behaviors, whereas the representation of context-dependent self-knowledge includes knowledge of one's behavior in specific situations. Our results support a hierarchical model: Subjects accessed abstract knowledge when describing their context-independent personality characteristics, but accessed behavioral episodes when describing themselves in a specific context. Possible implications of this research are discussed, as is the relation of a hierarchical model of self-knowledge to a mixed model of self-knowledge (e.g., Klein & Loftus, 1993b).
Psychological Science © 1996 Association for Psychological Science