Abstract
Mnemic neglect (MN) is a self-protection strategy that displays robustness in the general adult population. This phenomenon involves adults selectively suppressing feedback that challenges their core beliefs. However, there are circumstances where the stability of mnemic neglect is disrupted, leading to a reversal of its effects, resulting in subjects recalling more central negative information. The objective of the current study was to investigate the manifestation of the mnemic neglect effect in middle school children, considering two fundamental dimensions of social cognition. The findings revealed that MN: (a) was evident in senior high school freshmen when evaluated within the warmth dimension, (b) did not manifest in senior high school freshmen when assessed under the competence dimension. These experimental results indicate that MN was observed solely among senior high school freshmen within the warmth dimension and did not occur within the context of competence. To a certain extent, the way individuals process self-threatening information also affects the maintenance of their good self-concept.
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In this study, Wei Liu was mainly responsible for the design, testing, and manuscript writing of the research. Hongsheng Yang provided relevant suggestions during the research implementation, reviewed the manuscript, and proposed modification suggestions. All authors have read the manuscript.
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Liu, W., Yang, H. The mnemic neglect effect in middle school students: a study based on two fundamental dimensions of social cognition. Curr Psychol 43, 16094–16103 (2024). https://doi.org/10.1007/s12144-023-05578-x
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DOI: https://doi.org/10.1007/s12144-023-05578-x