How collaborative remembering influences memory

在日常生活中，我们经常与他人一起回忆。先前的研究已经确定了社会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，对所学习的信息有更好的记忆），但也可能为错误信息的社会传染提供机会（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是分开研究的。一个新的、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，在这个任务中，协作促进和社会传染确实同时发生，两者都有助于在群体层面上形成共同记忆。本研究项目的目标是利用新的任务来检验社会群体中的信息传递。在课程第1节中，重点是社会信息传递背后的认知机制。在前人关于社会交往对记忆的积极和消极影响研究的基础上，本研究将从源性记忆判断（实验1）、记忆/认识判断（实验2）和显著性加工（实验3）三个方面探讨支持信息传递和共享记忆发展的认知机制。此外，在节目第2节中，可能影响信息在社会群体中传播的重要因素会有所不同。本部分使用复杂的学习材料，旨在揭示群体成员的社会熟悉度（实验4）、社会压力和共识（实验5）以及群体规模（实验6）如何影响信息传递和共同记忆的发展。最后，节目第3部分侧重于社会信息传播也可以被视为自适应的程度。在现有文献中，社会信息传递在很大程度上被描述为扭曲个人记忆的负面影响。然而，社交互动也可以被视为新学习的来源。因此，至少在某些条件下，由此产生的记忆扭曲也可能对未来的行为产生积极影响。为了验证这一观点，社会信息传递对后续决策的影响将在两个进一步的实验中进行检验（实验7和8）。综上所述，本研究旨在以更系统和整体的方式研究社会互动对个体记忆和共享记忆发展的影响。该项目将提供新的见解，有可能改变目前对社会背景下记忆过程的普遍看法。

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.