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Two studies on undergraduates examined the idea that the working self operates as an executive structure to constrain and co-ordinate the generation of autobiographical memories. A switching task was used, in which participants completed an autobiographical memory fluency task, either using alternating self-image cues, or the same cue repeatedly. In two experiments, there was a clear switch cost, whereby participants took longer to generate autobiographical memories when alternating between twodoi:10.1080/17470218.2015.1127398 pmid:26652022 fatcat:62nxvahvcncuhldgijyf6zu2cy