This project explores the development of the self-reference effect (SRE) across childhood. The SRE is the memory enhancement associated with information linked to self. Adults show stronger memory enhancement when self-processing is ‘evaluative’ (eSRE - processing involves conscious evaluation of self-knowledge) than when self-processing is ‘incidental’ (iSRE - self cue is incidental to the task). However, this pattern is not found in early childhood. In this project, the developmental change from early to late childhood is systematically explored across three studies. In Study 1, six- to eleven-year-olds (N=189) showed a typical early childhood eSRE=iSRE pattern. However, eSRE magnitude was limited by ceiling effects. Avoiding ceiling effects, Studies 2 and 3 showed a developmentally-stable adult-like eSRE>iSRE pattern in eight- to eleven-year-olds (N=96; Ƞp²=.06), but the boost was smaller than adults (N=104, Ƞp²=.06). Data for the three studies are stored here (see files).