Subjects: Psychology >> Social Psychology submitted time 2024-04-26
Abstract： Memories of individuals are typically encoded, stored, recalled, and reconstructed through direct or indirect interactions with others. Cuc et al. (2007) founded that during interactive retrieval, speakers’ selective recall of memories results in the forgetting of non-target information related to the retrieved information, a phenomenon known as retrieval-induced forgetting (RIF). Simultaneously, listeners in this interactive process are also influenced by the speakers’ selective recall, leading to the forgetting of relevant but not retrieved information, a phenomenon termed socially shared retrieval-induced forgetting (SS-RIF). Building on the intertwined connection between emotion, motivation, and memory, this study investigates the impact of emotional valence and motivation on socially shared retrieval-induced forgetting in the context of interactive retrieval.
In Experiment 1, emotional valence and item type were manipulated to explore the influence of emotional valence on socially shared retrieval-induced forgetting. The experiment employed a within-participants design of 3 (emotional valence: positive emotion, neutral emotion, negative emotion) × 4 (item type: Rp+, Rp−, Nrp+, Nrp−). The dependent variable was participants’ recall accuracy of items under the three emotional conditions. The results demonstrated that listeners exhibited socially shared retrieval-induced forgetting effects under positive and neutral emotions but not under negative emotions in the interactive retrieval practice paradigm. Additionally, the effect was more pronounced under positive emotions compared to neutral emotions, aligning with our Hypothesis 1.
Experiment 2 manipulated positive emotional motivation and item type to investigate the impact of motivation on socially shared retrieval-induced forgetting. The experiment employed a within-participants design of 2 (positive emotional motivation dimension: high-motivation with positive emotion, low-motivation with positive emotion) × 4 (item type: Rp+, Rp−, Nrp+, Nrp−). Results indicated that listeners exhibited socially shared retrieval-induced forgetting effects under both high- and low-motivation with positive emotional conditions, consistent with the findings of Experiment 1. Moreover, the level of socially shared retrieval-induced forgetting was significantly higher under high-motivation with positive emotions compared to low-motivation with positive emotions, supporting our Hypothesis 2.
These findings offer empirical support for comprehending the impact of emotional valence and motivation on socially shared retrieval-induced forgetting, underscoring the crucial role of emotion and motivation in memory outcomes during social interactive tasks.
Subjects: Psychology >> Cognitive Psychology submitted time 2021-01-18
Abstract： People usually retrieve and reconstruct their memories with others collaboratively in a social context. Extensive interests have been drawn towards the effect of people’s collaboration on informational retrieval. Previous studies reported a robust phenomenon called collaborative inhibition in the group of young strangers who tried to avoid the irrelevant influence of social relationships, motivations or intentions. These studies also frequently used semantic wordlists as learning materials. Our daily life, however, is filled with collaborative recall activities that take place among intimate individuals. For example, married couples generally communicate about episodic and autobiographical events that serve a significant social function for human beings. Therefore, it was critical to examine the effect of collaborative recall on information retrieval for both younger and older couples. The present study used unpersonal-related semantic wordlists (Experiment 1) and unpersonal-related episodic stories (Experiment 2) as learning materials, respectively, to assess the effect of intimate relationships on collaborative recall for both younger and older adults. In each experiment, three-factor (two between-subjects factors: participant age - younger and older adults; the type of participant relationships - couple and stranger; and one within-subjects factor: retrieval types – collaborative and individual) mixed design was conducted. Specifically, participants in collaborative groups studied the materials alone, then retrieved along with a stranger or their spouse. In Experiment 1, the dependent variable was the accurate retrieval proportion of the group (collaborative or nominal), while in Experiment 2 that used episodic stories as learning material, the dependent variables included the accurate retrieval proportion, the retrieval details and the frequencies of different types of interaction strategies. Results of Experiment 1 showed that the accurate retrieval proportion of collaborative groups in young strangers was lower than that of nominal groups, consistent with previous studies, and thus provided support for the classical collaborative inhibition model. The other three experimental conditions, however, showed no statistical difference between collaborative and nominal groups. In Experiment 2, collaborative facilitation was found for both younger and older couples, e.g., retrieval accuracy and details were both greater in collaborative groups than in nominal groups with episodic materials. Such facilitation effect was greater in older couples than in younger couples. In addition, older couples employed positive interaction strategies that played an important role in this collaborative facilitation. Overall, Experiment 1 replicated the classical collaborative inhibition phenomenon in younger strangers, whereas no significant recall difference between collaborative and nominal groups was found for intimate couples. It is possible that Chinese couples rely more on the transactive memory system formed in daily life to overcome the negative effect of collaborative recall in wordlist materials. Such results were further examined in Experiment 2 with episodic stories, in which both younger and older couples had information retrieval with higher accuracy and greater details than nominal groups. The results can be explained by the transactive memory system. That is, based on intimate relationships and shared experiences among them, an effective system of encoding, storing and retrieving information may develop, diminish, or even reverse the negative effect of collaborative recall. "
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