How collaborative remembering influences memory

在日常生活中，我们经常和别人一起回忆。以前的研究已经确定了社交互动对随后的个人记忆的积极和消极影响。与他人一起完成记忆测试(而不是单独完成)可以促进协作(即，对学习的信息有更好的记忆)，但也可能提供通过错误信息进行社会传染的机会(即，基于社会输入的记忆扭曲)。然而，到目前为止，这些积极和消极的影响只被分开审查。一种新的、基于识别的协作任务现在允许对它们进行组合检查。初步研究表明，在这项任务中，协作促进和社会传染确实同时发生，并且两者都有助于群体层面上共享记忆的发展。本研究项目的目标是使用这一新任务来考察社会群体中的信息传递。在节目1部分，重点放在削弱社会信息传递的认知机制上。在前人关于社会互动对记忆的正负效应研究的基础上，我们将考察来源记忆判断(实验1)、记忆/知道判断(实验2)和区别加工的作用(实验3)，以找出哪些认知机制支持信息传递和共享记忆的发展。此外，在节目第二节中，可能影响社会群体信息传递的重要因素将有所不同。使用复杂的学习材料，本部分旨在提供关于群体成员的社会熟悉度(实验4)、社会压力和共识(实验5)和群体规模(实验6)如何影响信息传递和共享记忆发展的见解。最后，计划部分3重点讨论社会信息传播在多大程度上也可以被视为自适应。在现有的文献中，社会信息传播在很大程度上被描述为扭曲个人记忆的负面影响。然而，社交也可以被视为新学习的来源。因此，由此产生的记忆扭曲也可能对未来的行为产生积极影响，至少在某些情况下是这样。为了验证这一观点，将在两个进一步的实验(实验7和实验8)中检验社会信息传递对后续决策的影响。综上所述，本研究旨在更系统、更全面地研究社会互动对个体记忆的影响以及共享记忆的发展。该项目将提供新的见解，有可能改变目前流行的关于社会背景下记忆过程的观点。

In daily life, we often engage in remembering together with other people. Previous research has identified positive as well as negative effects of social interactions on subsequent individual memory. Completing memory tests together with others (instead of alone) can lead to collaborative facilitation (i.e., better memory for studied information), but can also provide an opportunity for social contagion with incorrect information (i.e., a memory distortion based on social input). So far, these positive and negative effects have however only been examined separately. A new, recognition-based collaboration tasks now allows examining them in combination. Preliminary work suggests that collaborative facilitation and social contagion indeed occur simultaneously in this task, and that both contribute to the development of shared memories on a group level. The goal of the present research project is to use the new task to examine information transmission in social groups. In program section 1, the focus is on the cognitive mechanisms that underly social information transmission. Building on previous research on the positive and negative effects of social interactions on memory, source memory judgments (Experiment 1), remember/know judgments (Experiment 2) and the role of distinctive processing (Experiment 3) will be examined in order to find out which cognitive mechanisms support information transmission and the development of shared memories. Moreover, in program section 2, important factors that may influence information transmission in social groups will be varied. Using complex learning materials, the section aims to provide insights into how social familiarity of group members (Experiment 4), social pressure and consensus (Experiment 5) and group size (Experiment 6) affect information transmission and the development of shared memories. Finally, program section 3 focuses on the extent to which social information transmission can also be viewed as adaptive. In the existing literature, social information transmission has largely been described as a negative influence that distorts individual memory. However, social interactions can also be seen as a source of new learning. The resulting memory distortions may therefore also have a positive effect on future behavior, at least under certain conditions. To test this view, the influence of social information transmission on subsequent decisions will be examined in two further experiments (Experiments 7 and 8). In summary, the present research project aims to investigate the effects of social interactions on individual memory and the development of shared memories in a more systematic and holistic manner. The project will provide new insights that have the potential to change the currently prevailing view on memory processes in social contexts.