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Supplemental material, sj-docx-1-qjp-10.1177_17470218231174229 for Put you in the problem: Effects of self-pronouns on mathematical problem-solving by Sheila J Cunningham, Zahra Ahmed, Joshua March, Karen Golden, Charlotte Wilks, Josephine Ross and Janet F McLean in Quarterly Journal of Experimental Psychology

Cunningham et al. Put you in the problem: Effects of self-pronouns on mathematical problem solving. Quarterly Journal of Experimental Psychology Two experiments explored the effect of including the self pronoun ("You") in children's maths word problems. Both experiments included addition and subtraction word problems and manipulated whether a referent was Self (pronoun "You") or Other (typically a name such as "Sam"). In addition, Experiment 1 (described Pilot Study in the manuscript) manipulated the position of the referent. For half the trials, the referent was presented as the anchoring first word, and in the other half as a subsequent (non-anchoring) word. Experiment 2 (described as Main Study in the manuscript) manipulated the difficulty of the problems. Half the trials had consistent wording where the relational words in the problem mapped to the operation to be performed; the other half had inconsistent wording where the operation was not clear from the relational words included. For both experiments, additional measures for attention and working memory are included.

Over 46 million people live with dementia globally, a number expected to triple by 2050 (Mukadam et al, 2019). Dementia has a significant negative impact on memory and, in turn, the sense of self (Jetten et al, 2010). It has been reported that one of the most distressing symptoms of dementia is a feeling of identity loss associated with gaps in autobiographical self-knowledge (Addis & Tippett, 2004). The human experience of ‘selfhood’ is conceptualised in this review as the knowledge of having a unique identity and physical presence in the world, accompanied by a strong sense of continuity overtime (Ross et al., 2011). However, selfhood is a multidimensional and complex concept. The existing literature on the impact of dementia on selfhood consists of distinct studies employing diverse methods as well as often focusing on individual manifestations of the psychological self. Thus, it is currently not known what the nature and scope of the available evidence is on the potential changes in selfhood in people living with dementia. For the purpose of the current scoping review, only the cognitive aspects of self will be considered as social constructions of the self are beyond our objectives; consequently, the term psychological self will be used. Recognising the multidimensional nature of the psychological self, the current scoping review aims to explore the impact of dementia on selfhood.

This registration describes Experiment 2b of our ESRC project. We look at self-referencing effects in children's maths performance whilst also investigating how SREs interact with problem consistency.

This report describes an experiment that will look at whether the inclusion of self-referential pronouns (i.e. "you") in maths word problems improves young children's performance on these tasks.

This report describes an experiment that will look at whether the inclusion of self-referential pronouns (i.e. "you") in short stories improves young children's performance on memory and comprehension questions, and reduces reading time and response latency.

This report describes an experiment that will look at whether the inclusion of self-referential pronouns (i.e. "you") in maths word problems improves young children's performance on these tasks. Initial data collection began in October 2020 (see other registration for this project).