Collaborative remembering in ethnically uniform and diverse group settings

Collaborative encoding with a new categorization task: a contribution to collaborative memory research

Collaborative memory research has focused primarily on the effects of collaboration at recall with collaboration during encoding receiving less attention. In the present study, collaboration was investigated both at encoding and at retrieval to determine its effects and possible interactions. The aim was to clarify whether the collaborative inhibition effect depended on whether the encoding was with the same or with a different partner. A total of 320 participants (160 Italian and 160 Spanish undergraduate students) were administered a modified version of the collaborative memory paradigm with a new categorization task of verbal affective stimuli at encoding. Specifically, they were asked to classify 90 printed words into 6 categories, so as to have 15 words in each category and then did two recall tasks. Participants were assigned to one of five possible conditions according to encoding (collaborative, individual) and recall (collaborative with the same partner, with another partner, and individual). Results show a collaborative encoding deficit and the classic collaborative inhibition effect independently of whether the encoding was collaborative or individual and even in a collaborative recall group that showed a degree of recall output organization comparable to that of the individual recall group. These results are not wholly consistent with a retrieval disruption explanation and are discussed according to divided attention during collaborative recall and how it may contribute to the collaborative inhibition effect.

Joint contributions of collaborative facilitation and social contagion to the development of shared memories in social groups

Social interactions can shape our memories. Here, we examined two well-established effects of collaborative remembering on individual memory: collaborative facilitation for initially studied and social contagion with initially unstudied information. Participants were tested in groups of three. After an individual study phase, they completed a first interpolated test either alone or collaboratively with the other group members. Our goal was to explore how prior collaboration affected memory performance on a final critical test, which was taken individually by all participants. Experiments 1a and 1b used additive information as study materials, whereas Experiment 2 introduced contradictory information. All experiments provided evidence of collaborative facilitation and social contagion on the final critical test, which affected individual memory simultaneously. In addition, we also examined memory at the group level on this final critical test, by analyzing the overlap in identical remembered contents across group members. Here, the experiments showed that both collaborative facilitation for studied information and social contagion with unstudied information contributed to the development of shared memories across group members. The presence of contradictory information reduced rates of mnemonic overlap, confirming that changes in individual remembering have repercussions for the development of shared memories at the group level. We discuss what cognitive mechanisms may mediate the effects of social interactions on individual remembering and how they may serve social information transmission and the formation of socially shared memories.

Consideration of culture in cognition: How we can enrich methodology and theory

In this paper, we argue that adopting an inclusive approach where diverse cultures are represented in research is of prime importance for cognitive psychology. The overrepresentation of participant samples and researchers from WEIRD (Western, Educated, Industrialized, Rich, and Democratic) cultures limits the generalizability of findings and fails to capture potential sources of variability, impeding understanding of human cognition. In an analysis of articles in representative cognitive psychology journals over the five-year period of 2016-2020, we find that only approximately 7% of articles consider culture, broadly defined. Of these articles, a majority (83%) focus on language or bilingualism, with small numbers of articles considering other aspects of culture. We argue that methodology and theory developed in the last century of cognitive research not only can be leveraged, but will be enriched by greater diversity in both populations and researchers. Such advances pave the way to uncover cognitive processes that may be universal or systematically differ as a function of cultural variations, and the individual differences in relation to cultural variations. To make a case for broadening this scope, we characterize relevant cross-cultural research, sample classic cognitive research that is congruent with such an approach, and discuss compatibility between a cross-cultural perspective and the classic tenets of cognitive psychology. We make recommendations for large and small steps for the field to incorporate greater cultural representation in the study of cognition, while recognizing the challenges associated with these efforts and acknowledging that not every research question calls for a cross-cultural perspective.