The Cultural Foundation of Human Memory

The association between physical activity and memory interference

Habitual physical activity has been shown to improve memory performance, yet investigations into its effects concerning memory interference remain limited. Additionally, minimal research has evaluated the association between habitual physical activity behaviors occurring in different contexts (e.g., walking, basketball, swimming) and memory. Based on these gaps in the literature, the present set of six experiments evaluated the association between contextually-different physical activity behaviors (e.g., individual physical activities, physical activities performed in social settings) and memory interference among young adult samples from America and Germany. Across six experiments, we reliably demonstrated that Germans exhibited greater memory performance than Americans. We also reliably demonstrated that contextually-different physical activities are not associated with memory performance or attenuated memory interference.

Valence and perceived control in personal and collective future thinking: the relation to psychological well-being

Prior studies have shown that people imagine their personal future to be more positive than their country's collective future. The present research extends the nascent literature by examining the valence and perceived control of personal and national future events in a new experimental paradigm, the cultural generalizability of the findings, and the relation of future thinking to psychological well-being. US college students (Study 1) and US and Turkish community participants (Study 2) imagined what might happen to them and their country in three time points (i.e., next week, next year, and in 10-15 years). They then rated the emotional valence and perceived control of the events and completed a psychological well-being measure. Both US and Turkish participants imagined their personal future to be more positive than their country's future, whereas they attributed higher perceived control to their countries for national future events than to themselves for personal future events. The positivity of national (Study 1) and personal future events (Study 2) predicted better psychological well-being, whereas perceived control did not. These original findings enrich our theoretical understanding of future thinking.

Language and autobiographical memory development from 5 to 12 years: A longitudinal perspective

The main aim of this study, with two repeated measurements, was to analyze the development of autobiographical memory in a sample of 78 Spanish participants at ages 5 (Time 1; M = 62.43 months, range: 50-74 months) and 12 (Time 2; M = 142.71 months, range: 132-155 months). Data were collected on autobiographical memory and verbal functions. We analyzed the relation between language and autobiographical memory specificity from a longitudinal perspective and assessed the indirect effect of vocabulary in the relationship between age and specific memory at both temporal moments. The results showed that language skills were positively related with autobiographical memory specificity at preschool age, but not at the second measurement. Furthermore, vocabulary scores appear to mediate the relationship between age and autobiographical specificity when children are in the preschool years, but not later. These findings agree with previous research that consider preschool age to be a crucial period for the development of autobiographical memory and its relations with language, but once basic command of language is acquired, linguistic differences impact much less on individual differences in autobiographical specificity.

Remembering the good and bad and the self and others in a culturally modulated self-memory system

Wang and Conway (2006, Autobiographical memory, self, and culture. In L.-G. Nilsson, & N. Ohta (Eds.), Memory and society: Psychological perspectives (pp. 9-27). Psychology Press) posit that remembering takes place in a culturally modulated self-memory system in which working self-goals are shaped by society and, in turn, influence the encoding and construction of memories in a culturally canonical fashion. The current research examined the self-goal of competence, which manifests through self-enhancement versus self-improvement motivations, in influencing remembering in different cultural contexts. We conducted two cross-cultural studies to examine memories for personal successes and failures (Study 1) and autobiographical and vicarious experiences (Study 2) in connection with individuals' positive self-views. European Americans recalled a greater number of success than failure memories (Study 1) and US participants recalled a greater number of autobiographical than vicarious memories (Study 2), which was further associated with positive self-views at the individual level. In contrast, Asian (Study 1) and Chinese participants (Study 2) recalled even-handedly the different types of memories, and the memory retrieval was unrelated to individuals' self-views. We discuss the findings in light of the different manifestations of the competence goal in shaping memory in the culturally modulated self-memory system.

Relationship between Thinking Dispositions, Working Memory, and Critical Thinking Ability in Adolescents: A Longitudinal Cross-Lagged Analysis

Previous studies have demonstrated that thinking dispositions and working memory are closely related to students' critical thinking ability. However, little is known about whether bidirectionality between thinking dispositions, working memory, and critical thinking ability exists in adolescence. This study, therefore, explored this aspect across two time points. Participants were 509 Chinese adolescents (mean age at Time 1 = 14.09 years; 59.7% girls). At Time 1, adolescents were administered the measures of thinking dispositions, working memory, and critical thinking ability. They were reassessed using these measures at Time 2 one year later. The results revealed a bidirectional longitudinal relationship between adolescents' thinking dispositions and critical thinking ability, suggesting that thinking dispositions at Time 1 predicted critical thinking ability at Time 2; critical thinking ability at Time 1 also predicted subsequent thinking dispositions in adolescents. Furthermore, working memory at Time 1 showed a larger predictive effect on critical thinking ability at Time 2 compared with thinking dispositions at Time 1. These findings underscore the role of early thinking dispositions and working memory in promoting adolescents' critical thinking ability.

Effects of Age on Cross-Cultural Differences in the Neural Correlates of Memory Retrieval

Culture can shape memory, but little research investigates age effects. The present study examines the neural correlates of memory retrieval for old, new, and similar lures in younger and older Americans and Taiwanese. Results show that age and culture impact discrimination of old from new items. Taiwanese performed worse than Americans, with age effects more pronounced for Taiwanese. Americans activated the hippocampus for new more than old items, but pattern of activity for the conditions did not differ for Taiwanese, nor did it interact with age. The engagement of left inferior frontal gyrus (LIFG) differed across cultures. Patterns of greater activity for old (for Americans) or new (for Taiwanese) items were eliminated with age, particularly for older Americans. The results are interpreted as reflecting cultural differences in orientation to novelty vs. familiarity for younger, but not older, adults, with the LIFG supporting interference resolution at retrieval. Support is not as strong for cultural differences in pattern separation processes. Although Americans had higher levels of memory discrimination than Taiwanese and engaged the LIFG for correct rejections more than false alarms, the patterns of behavior and neural activity did not interact with culture and age. Neither culture nor age impacted hippocampal activity, which is surprising given the region's role in pattern separation. The findings suggest ways in which cultural life experiences and concomitant information processing strategies can contribute to consistent effects of age across cultures or contribute to different trajectories with age in terms of memory.

The mnemonic effect of central and peripheral misinformation on social media

The increasing use of social media has amplified the spread of false information. Yet little is known about the mnemonic consequences associated with exposure to different types of false information online. In two studies, we examined in a simulated online context how exposure to false information either central or peripheral in events affected memory. European American and Asian/Asian American college students (Study 1 N = 200; Study 2 N = 225) were presented with GIFs of daily life events and read tweets about the events that included four types of information: central true information, central false information, peripheral true information, and peripheral false information. They then took a True/False recognition test that included tweeted and untweeted true and false information and indicated how confident they were in their responses. Regardless of cultural background, participants in both studies demonstrated the misinformation effect, whereby they falsely recognised more and resisted less tweeted than untweeted false information. Furthermore, they showed higher susceptibility to peripheral than central false information exposed via tweets. Asian participants were less influenced by misinformation than European Americans in Study 2. These findings have important implications to combat misinformation in online environments.

Language access differentially alters functional connectivity during emotion perception across cultures

Introduction

It is often assumed that the ability to recognize the emotions of others is reflexive and automatic, driven only by observable facial muscle configurations. However, research suggests that accumulated emotion concept knowledge shapes the way people perceive the emotional meaning of others' facial muscle movements. Cultural upbringing can shape an individual's concept knowledge, such as expectations about which facial muscle configurations convey anger, disgust, or sadness. Additionally, growing evidence suggests that access to emotion category words, such as "anger," facilitates access to such emotion concept knowledge and in turn facilitates emotion perception.

Methods

To investigate the impact of cultural influence and emotion concept accessibility on emotion perception, participants from two cultural groups (Chinese and White Americans) completed a functional magnetic resonance imaging scanning session to assess functional connectivity between brain regions during emotion perception. Across four blocks, participants were primed with either English emotion category words ("anger," "disgust") or control text (XXXXXX) before viewing images of White American actors posing facial muscle configurations that are stereotypical of anger and disgust in the United States.

Results

We found that when primed with "disgust" versus control text prior to seeing disgusted facial expressions, Chinese participants showed a significant decrease in functional connectivity between a region associated with semantic retrieval (the inferior frontal gyrus) and regions associated with semantic processing, visual perception, and social cognition. Priming the word "anger" did not impact functional connectivity for Chinese participants relative to control text, and priming neither "disgust" nor "anger" impacted functional connectivity for White American participants.

Discussion

These findings provide preliminary evidence that emotion concept accessibility differentially impacts perception based on participants' cultural background.

Memory and aging across cultures

Memory declines are commonly reported with age, but the majority of research has been conducted with narrow segments of the world's population. We argue for the importance of considering culture in the study of cognitive aging in order to have a representative, accurate understanding of the effects of aging on memory. Limited research thus far investigates the effects of culture on the use of categories and the self in memory with age, finding that cultural differences tend to be larger for older than younger adults. Frameworks drawing on top-down and bottom-up processes may account for when more or less cultural variation would be expected in cognitive performance. Promising future research directions include socio-emotional memory and expanding samples to address global inequities.

Cross-cultural comparison of the neural correlates of true and false memory retrieval

Prior work has shown Americans have higher levels of memory specificity than East Asians. Neuroimaging studies have not investigated mechanisms that account for cultural differences at retrieval. In this study, we use fMRI to assess whether mnemonic discrimination, distinguishing novel from previously encountered stimuli, accounts for cultural differences in memory. Fifty-five American and 55 Taiwanese young adults completed an object recognition paradigm testing discrimination of old targets, similar lures and novel foils. Mnemonic discrimination was tested by comparing discrimination of similar lures from studied targets, and results showed the relationship between activity in right fusiform gyrus and behavioural discrimination between target and lure objects differed across cultural groups. Parametric modulation analyses of activity during lure correct rejections also indicated that groups differed in left superior parietal cortex response to variations in lure similarity. Additional analyses of old vs. new activity indicated that Americans and Taiwanese differ in the neural activity supporting general object recognition in the hippocampus, left inferior frontal gyrus and middle frontal gyrus. Results are juxtaposed against comparisons of the regions activated in common across the two cultures. Overall, Americans and Taiwanese differ in the extent to which they recruit visual processing and attention modulating brain regions.

The heavy-tailed valence hypothesis: the human capacity for vast variation in pleasure/pain and how to test it

Introduction

Wellbeing policy analysis is often criticized for requiring a cardinal interpretation of measurement scales, such as ranking happiness on an integer scale from 0-10. The commonly-used scales also implicitly constrain the human capacity for experience, typically that our most intense experiences can only be at most ten times more intense than our mildest experiences. This paper presents the alternative "heavy-tailed valence" (HTV) hypothesis: the notion that the accessible human capacity for emotional experiences of pleasure and pain spans a minimum of two orders of magnitude.

Methods

We specify five testable predictions of the HTV hypothesis. A pilot survey of adults aged 21-64 (n = 97) then tested two predictions, asking respondents to comment on the most painful and most pleasurable experiences they can recall, alongside the second most painful and pleasurable experiences.

Results

The results find tentative support for the hypothesis. For instance, over half of respondents said their most intense experiences were at least twice as intense as the second most intense, implying a wide capacity overall. Simulations further demonstrate that survey responses are more consistent with underlying heavy-tailed distributions of experience than a "constrained valence" psychology.

Discussion

A synthesis of these results with prior findings suggests a "kinked" scale, such that a wide range of felt experience is compressed in reports at the high end of intensity scales, even if reports at lower intensities behave more cardinally. We present a discussion of three stylized facts that support HTV and six against, lessons for a future survey, practical guidelines for existing analyses, and implications for current policy. We argue for a dramatic increase in societal ambition. Even in high average income countries, the HTV hypothesis suggests we remain far further below our wellbeing potential than a surface reading of the data might suggest.

Effects of repetitive transcranial magnetic stimulation on episodic memory in patients with subjective cognitive decline: study protocol for a randomized clinical trial

Introduction

Early decline of episodic memory is detectable in subjective cognitive decline (SCD). The left dorsolateral prefrontal cortex (DLPFC) is associated with encoding episodic memories. Repetitive transcranial magnetic stimulation (rTMS) is a novel and viable tool to improve cognitive function in Alzheimer's disease (AD) and mild cognitive impairment, but the treatment effect in SCD has not been studied. We aim to investigate the efficacy of rTMS on episodic memory in individuals with SCD, and to explore the potential mechanisms of neural plasticity.

Methods

In our randomized, sham-controlled trial, patients (n = 60) with SCD will receive 20 sessions (5 consecutive days per week for 4 weeks) of real rTMS (n = 30) or sham rTMS (n = 30) over the left DLPFC. The primary outcome is the Auditory Verbal Learning Test-Huashan version (AVLT-H). Other neuropsychological examinations and the long-term potentiation (LTP)-like cortical plasticity evaluation serve as the secondary outcomes. These outcomes will be assessed before and at the end of the intervention.

Discussion

If the episodic memory of SCD improve after the intervention, the study will confirm that rTMS is a promising intervention for cognitive function improvement on the early stage of dementia. This study will also provide important clinical evidence for early intervention in AD and emphasizes the significance that impaired LTP-like cortical plasticity may be a potential biomarker of AD prognosis by demonstrating the predictive role of LTP on cognitive improvement in SCD.

Ethics and dissemination

The study was approved by the Human Research Ethics Committee of the hospital (No. 2023-002-01). The results will be published in peer-review publications.

Clinical trial registration

https://www.chictr.org.cn/, identifier ChiCTR2300075517.

Collective memory: between individual systems of consciousness and social systems

Following a long period of neglect, research on different facets of collective memory is now developing apace in the human and social sciences, as well as at their interface with psychology and neuroscience. This resolutely multidisciplinary renewal of interest in memory sciences has given rise to a plethora of concepts with diverse meanings (e.g., social frameworks of memory, collective, shared, collaborative, social memory). The purpose of the present study was to provide a conceptual overview from a historical perspective, and above all to clarify concepts that are often used interchangeably, even though they refer to very different realities. Based on recent research in psychology and neuroscience, we use the concept of collective memory to refer to the operations of individual systems of consciousness. Collective memory is not the memory of a collective, but that of its individual members, either as members of social groups (shared memory) or as participants in social interactions (collaborative memory). Drawing on the contributions of contemporary sociology, we show that social memory is not collective memory, as it refers not to individual systems of consciousness, but to social systems. More specifically, it is the outcome of communication operations which, through redundancy and repetition, perform a continuous and selective re-imprinting of meaning that can be used for communication. Writing, printing and the new communication technologies constitute the three historical stages in the formation and development of an autonomous social memory, independent of living memories and social interactions. In the modern era, mass media fulfill an essential function of social memory, by sorting between forgetting and remembering on a planetary scale. When thinking about the articulation between collective memory and social memory, the concept of structural coupling allows us to identify two mechanisms by which individual systems of consciousness and social systems can interact and be mutually sensitized: schemas and scripts, and social roles. Transdisciplinary approach spearheads major methodological and conceptual advances and is particularly promising for clinical practice, as it should result in a better understanding of memory pathologies, including PTSD, but also cognitive disorders in cancer (chemobrain) or in neurodegenerative diseases.

Retrieval practice benefits for spelling performance in fifth-grade children

Retrieval practice typically benefits learning in children, although little is known about the benefits of retrieval practice for learning spelling. We investigated this issue in three experiments with fifth-grade children from a low-income area of Brazil. In the experiments, children first read a list of words (study), and after a short interval wrote down the studied words after hearing and rereading them (copy) or after only hearing them (retrieval practice). After an interval of 4 days, spelling performance was greater for words from the retrieval practice condition than for words from the copy condition, but only when immediate corrective feedback was provided (Experiment 3). The current findings, therefore, suggest that retrieval practice followed by corrective feedback is an effective strategy to improve spelling performance of fifth-grade children.

Preference for cheap-and-easy memory verification strategies is strongest among people with high memory distrust

When choosing strategies for verifying one's memory, people are more influenced by the perceived cost of using a strategy than by its likelihood of yielding reliable information (i.e., cheap-strategy bias). The current preregistered study investigated whether people with high memory distrust are less likely to exhibit this bias than their low memory distrust counterparts. Participants (N = 535) imagined a scenario in which they witnessed an accident and were then led by friends to question their memories about the accident. Participants had to propose five strategies for verifying that particular memory. Following this, they rated each strategy's cost, reliability, and their likelihood of using it, as well as completing two validated measures of trait memory distrust. Contrary to our prediction, compared with participants with low memory distrust, participants with higher memory distrust exhibited a larger cheap-strategy bias. Follow-up analyses suggested that compared with memory-trusters, memory distrusters' strategy choices were more influenced by a strategy's perceived cost, and less influenced by its perceived reliability. Our results suggest that people who are more skeptical about their memories may be more cynical about the worthwhileness of verifying their memory, which could make them especially susceptible to misinformation acceptance and false memory creation.

The effects of height-for-age and HIV on cognitive development of school-aged children in Nairobi, Kenya: a structural equation modelling analysis

Background

Empirical evidence indicates that both HIV infection and stunting impede cognitive functions of school-going children. However, there is less evidence on how these two risk factors amplify each other's negative effects. This study aimed to examine the direct effects of stunting on cognitive outcomes and the extent to which stunting (partially) mediates the effects of HIV, age, and gender on cognitive outcomes.

Methodology

We applied structural equation modelling to cross-sectional data from 328 children living with HIV and 260 children living without HIV aged 6-14 years from Nairobi, Kenya to test the mediating effect of stunting and predictive effects of HIV, age, and gender on cognitive latent variables flexibility, fluency, reasoning, and verbal memory.

Results

The model predicting the cognitive outcomes fitted well (RMSEA = 0.041, CFI = 0.966, χ2 = 154.29, DF = 77, p < 0.001). Height-for-age (a continuous indicator of stunting) predicted fluency (β = 0.14) and reasoning (β = 0.16). HIV predicted height-for-age (β = -0.24) and showed direct effects on reasoning (β = -0.66), fluency (β = -0.34), flexibility (β = 0.26), and verbal memory (β = -0.22), highlighting that the effect of HIV on cognitive variables was partly mediated by height-for-age.

Conclusion

In this study, we found evidence that stunting partly explains the effects of HIV on cognitive outcomes. The model suggests there is urgency to develop targeted preventative and rehabilitative nutritional interventions for school children with HIV as part of a comprehensive set of interventions to improve cognitive functioning in this high-risk group of children. Being infected or having been born to a mother who is HIV positive poses a risk to normal child development.

Modern Assessments of Intelligence Must Be Fair and Equitable

Historically, assessments of human intelligence have been virtually synonymous with practices that contributed to forms of inequality and injustice. As such, modern considerations for assessing human intelligence must focus on equity and fairness. First, we highlight the array of diversity, equity, and inclusion concerns in assessment practices and discuss strategies for addressing them. Next, we define a modern, non-g, emergent view of intelligence using the process overlap theory and argue for its use in improving equitable practices. We then review the empirical evidence, focusing on sub-measures of g to highlight the utility of non-g, emergent models in promoting equity and fairness. We conclude with suggestions for researchers and practitioners.

Maternal reminiscing as critical to emotion socialization

Background

In the wake of the COVID-19 pandemic, the central importance of socioemotional skills in positive child development has become even more apparent. Prevalent models of emotion socialization emphasize the importance of parent-child talk as a critical socialization context.

Purpose

Autobiographical reminiscing about the child's lived experience may be a particularly effective form of parent-child conversation that facilitates emotion understanding.

Method

The authors provide a theoretical and empirical review of how maternal reminiscing style impacts specifically on emotion socialization in both typically and atypically developing children.

Results

Individual differences in maternal reminiscing indicate that highly elaborative reminiscing is related to both better narrative skills and higher levels of emotion understanding and regulation both concurrently and longitudinally. Intervention studies indicate that mothers can be coached to be more elaborative during reminiscing and coaching leads to higher levels of emotion understating and regulation.

Conclusions

Reminiscing about lived experience allows mothers and children to explore and examine emotions in personally meaningful situations that have real world implications for children's evolving emotion understanding.

What lies ahead of us? Collective future thinking in Turkish, Chinese, and American adults

Collective future thinking, namely the anticipation of events for a group, is a relatively new research area in memory studies. Research to date with predominantly Western populations suggests that people tend to expect negative events for their country's future. In two studies, we investigated the emotional valence and perceived control of anticipated future events of one's country and examined the roles of country identification and national well-being in collective future thinking. US and Chinese college students (Study 1) and US, Chinese, and Turkish adults of a community sample (Study 2) imagined events that could happen to their respective countries in 1 week, 1 year, and 10-15 years. Participants rated each event on emotional valence and perceived control. They also completed measures for their country identification and perceived national well-being. Chinese participants imagined future events for their country to be more positive than did the US and Turkish participants, whereas US participants reported higher perceived control by their country for the future events than did Chinese and Turks. Country identification and national well-being predicted more positive future thinking and also mediated cultural differences in future-event valence and perceived country control. These original findings shed critical light on the characteristics of collective future thinking that are shaped by societal-cultural factors.

Collective remembering and future forecasting during the COVID-19 pandemic: How the impact of COVID-19 affected the themes and phenomenology of global and national memories across 15 countries

The COVID-19 pandemic created a unique set of circumstances in which to investigate collective memory and future simulations of events reported during the onset of a potentially historic event. Between early April and late June 2020, we asked over 4,000 individuals from 15 countries across four continents to report on remarkable (a) national and (b) global events that (i) had happened since the first cases of COVID-19 were reported, and (ii) they expected to happen in the future. Whereas themes of infections, lockdown, and politics dominated global and national past events in most countries, themes of economy, a second wave, and lockdown dominated future events. The themes and phenomenological characteristics of the events differed based on contextual group factors. First, across all conditions, the event themes differed to a small yet significant degree depending on the severity of the pandemic and stringency of governmental response at the national level. Second, participants reported national events as less negative and more vivid than global events, and group differences in emotional valence were largest for future events. This research demonstrates that even during the early stages of the pandemic, themes relating to its onset and course were shared across many countries, thus providing preliminary evidence for the emergence of collective memories of this event as it was occurring. Current findings provide a profile of past and future collective events from the early stages of the ongoing pandemic, and factors accounting for the consistencies and differences in event representations across 15 countries are discussed.

Color-Evasive Cognition: The Unavoidable Impact of Scientific Racism in the Founding of a Field

Cognitive psychology has traditionally focused on investigating principles of cognition that are universal across the human species. The motivation to identify “cognitive universals” stems from the close relationship between biology and human cognition and from the theoretical architecture presupposed by the information-processing model. In this article, we argue that the underlying theoretical assumption of universality also stems from epistemological and methodological assumptions that laws of cognition can be effectively developed only by controlling for variables deemed to be outside the scope of internal cognition. These assumptions have resulted in the development of a science of human cognition based on the performance and behavior of a White, English-speaking, normatively invisible, racially color-evasive, socially dominant (WEIRD) class. In this article, we identify how scientific racism has influenced the study of cognition and offer perspective on how researchers may reconsider many of the premises that undergird our approach.

Earliest versus other autobiographical memories of school-age children

Earliest memories have been the topic of scientific research for over a century and seen use as tools of clinical assessment. Still, it remains unclear whether they are in some way distinct or revealing about the person reporting them. This preregistered study examined whether children’s self-reported earliest memories differ from other memories, and how their features link with mood and gender. Urban 9–13-year-old children in Finland (N = 166) reported on their earliest memory and another old autobiographical memory, and mood. Memories were coded for specificity, thematic content, social orientation, and emotional content. No differences between earliest and other memories were noted in specificity, trauma- and accident-related content, or emotional content. However, earliest memories had more play- and less visit-related content and were less likely to be social. Negative mood did not generally correlate with features of memories. Girls reported more social earliest and other memories, and more positive earliest memories. The findings are compared to research in other cultural environments. Overall, they do not support a privileged position for the earliest memory as an object of scientific research or clinical assessment.

Self-defining memories and past academic stress in Chinese and American college students: a replication and extension of Wang and Singer (2021)

The current study replicated Wang and Singer's ([2021]. A cross-cultural study of self-defining memories in Chinese and American college students. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.622527) finding that Chinese college students from the People's Republic of China (PRC) recalled more self-defining memories (SDMs) focused on high school academic stress than their American counterparts. Seventy-eight American students from a private 4-year liberal arts college and 96 Chinese students from 13 different Chinese universities recalled two SDMs and rated them for affect, recall frequency, and importance. Once again, Chinese college students were more likely than American students to recall academic stress SDMs, but also expressed more redemptive themes in these memories. Overall, Chinese students rated their SDMs as more positive than the Americans, while the American sample tended to recall their negative memories more frequently. Contrasting the SDMs, American students self-reported higher levels of stress about their high school workload and less academic self-confidence. Regressions linked more negative affect in American SDMs to these work load and self-confidence concerns. Chinese students' SDM negative affect was most strongly predicted by perceived academic stress linked to parental and teachers' expectations. The discussion highlights the potential influence of Confucian values in the Chinese students' responses to past academic stress and their internalisation of academic stress memories in their narrative identity.

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.

Over-reliance on English hinders cognitive science

English is the dominant language in the study of human cognition and behavior: the individuals studied by cognitive scientists, as well as most of the scientists themselves, are frequently English speakers. However, English differs from other languages in ways that have consequences for the whole of the cognitive sciences, reaching far beyond the study of language itself. Here, we review an emerging body of evidence that highlights how the particular characteristics of English and the linguistic habits of English speakers bias the field by both warping research programs (e.g., overemphasizing features and mechanisms present in English over others) and overgeneralizing observations from English speakers' behaviors, brains, and cognition to our entire species. We propose mitigating strategies that could help avoid some of these pitfalls.

Collective memory and the individual mind

How does social transmission of information shape individual and collective memory? Taking a cognitive-experimental perspective, I propose three critical research themes to tackle in the next 25 years: the dynamic reciprocity of influence between the individual and the collective; changes in the individual and collective memory structures; and the impact of culture.

Freedom and Constraint in Digital Environments: Implications for the Self

We evaluate how features of the digital environment free or constrain the self. Based on the current empirical literature, we argue that modern technological features, such as predictive algorithms and tracking tools, pose four potential obstacles to the freedom of the self: lack of privacy and anonymity, (dis)embodiment and entrenchment of social hierarchy, changes to memory and cognition, and behavioral reinforcement coupled with reduced randomness. Comparing these constraints on the self to the freedom promised by earlier digital environments suggests that digital reality can be designed in more freeing ways. We describe how people reassert personal agency in the face of the digital environment's constraints and provide avenues for future research regarding technology's influence on the self.

Moral Observer-Licensing in Cyberspace

Moral observer-licensing happens when observers condone actors’ morally questionable conduct due to the actors’ history of moral behaviors. In four studies (N = 808), we investigated this phenomenon in the context of cyberspace and its contributing factors and boundary conditions. The pilot study determined what participants perceived as typically moral and immoral behaviors in cyberspace. Then, in Study 1, participants condemned a story character’s online immoral behavior less often when they were informed of the character’s prior online moral behavior than when they were not, which indicates moral observer-licensing in cyberspace. Study 2 confirmed the presence of moral observer-licensing in cyberspace and further demonstrated that a character’s prior moral or immoral behavior online respectively reduces or intensifies the perceived negativity of the character’s subsequent immoral behavior. Finally, Study 3 showed that participants who identified with the victim in a hypothetical scenario showed less forgiveness and more condemnation of a character’s immoral behavior than those who identified with the perpetrator or the bystander. These findings are of theoretical and practical significance for our understanding of cyber ethics.

Gender differences in emotional reminiscing in a Scandinavian sample

Emotional reminiscing is a context where children learn culture-specific ways of understanding past emotional experiences through parentally scaffolded conversations, and learn how to connect these disparate experiences into their developing autobiographical memory. The goal of the present investigation was to explore possible gender differences in emotional reminiscing in an egalitarian cultural context (Denmark). Mothers and fathers from families (N = 88) reminisced about a happy and a sad past event with their 4.5-year-old children. Parents' and children's contributions were coded for emotion words, emotion attributions, and explanations. The emotional content did not differ as a function of parent or child gender. However, Danish children talked more about emotions overall with their mothers compared to their fathers. The results are discussed in light of the socio-cultural practices.

Why do people share memories online? An examination of the motives and characteristics of social media users

ABSTRACTSocial media has become one of the most powerful and ubiquitous means by which individuals curate and share their life stories with the world at large. Not surprisingly then, researchers have started to examine the reasons why individuals post personal memories on social media and said individuals' characteristics. Across two studies, we extended this line of research by further testing the Purposes of Online Memory Sharing Scale (POMSS) and its subscales: self, social, therapeutic and directive. Additionally, we examined which of these motives led college students (Study 1) and adults of a community sample (Study 2) to post personal memories on social media and whether said motives were associated with the individuals' psychological characteristics. Overall, the results revealed that emerging adults and older adults posted personal experiences on social media primarily for social reasons. We also found that extraversion, disclosure and social media usage predicted each of the motives for posting personal experiences on social media. In addition, individuals who were more lonely and who had lower self-esteem were more likely to post personal experiences on social media for therapeutic reasons. We discuss these results in terms of their implications towards understanding the mnemonic consequences associated with social media use.

How Fuzzy-trace Theory Predicts Development of Risky Decision Making, with Novel Extensions to Culture and Reward Sensitivity

Comprehensive meta-analyses of risky decision making in children, adolescents, and adults have revealed that age trends in disambiguated laboratory tasks confirmed fuzzy-trace theory's prediction that preference for risk decreases monotonically from childhood to adulthood. These findings are contrary to predictions of dual systems or neurobiological imbalance models. Assumptions about increasing developmental reliance on mental representations of the gist of risky options are essential to account for this developmental trend. However, dual systems theory appropriately emphasizes how cultural context changes behavioral manifestation of risk preferences across age and neurobiological imbalance models appropriately emphasize developmental changes in reward sensitivity. All of the major theories include the assumption of increasing behavioral inhibition. Here, we integrate these theoretical constructs-representation, cultural context, reward sensitivity, and behavioral inhibition-to provide a novel framework for understanding and improving risky decision making in youth. We also discuss the roles of critical tests, scientific falsification, disambiguating assessments of psychological and neurological processes, and the misuse of such concepts as ecological validity and reverse inference. We illustrate these concepts by extending fuzzy-trace theory to explain why youth are a major conduit of viral infections, including the virus that causes COVID-19. We conclude by encouraging behavioral scientists to embrace new ways of thinking about risky decision making that go beyond traditional stereotypes about adolescents and that go beyond conceptualizing ideal decision making as trading off degrees of risk and reward.

Remembering online and offline: the effects of retrieval contexts, cues, and intervals on autobiographical memory

The current study examined the impact of social media as a retrieval context (in contrast to private recall) on the retention of autobiographical memory. At session 1, participants (N = 177) generated recent life events in response to cue words and then described the event details as if they were writing about the events either on WeChat or in their diaries. They received a surprise memory test for the events at session 2 either one week or two weeks later, either with or without the original cue words. Participants in the WeChat condition recalled less consistent memories between the two sessions than those in the diary condition, especially when the memory test took place at the one-week interval and when there were no cues to assist recall at the two-week interval. It appears that memories recalled on social media are subject to greater reconstruction in subsequent offline recall, and that the timing of recall and the presence of memory cues interact with the reconstructive process. These findings shed new light on autobiographical remembering in the digital age.

Cultural Evolution of Genetic Heritability

Behavioral genetics and cultural evolution have both revolutionized our understanding of human behavior-largely independent of each other. Here we reconcile these two fields under a dual inheritance framework, offering a more nuanced understanding of the interaction between genes and culture. Going beyond typical analyses of gene-environment interactions, we describe the cultural dynamics that shape these interactions by shaping the environment and population structure. A cultural evolutionary approach can explain, for example, how factors such as rates of innovation and diffusion, density of cultural sub-groups, and tolerance for behavioral diversity impact heritability estimates, thus yielding predictions for different social contexts. Moreover, when cumulative culture functionally overlaps with genes, genetic effects become masked, unmasked, or even reversed, and the causal effects of an identified gene become confounded with features of the cultural environment. The manner of confounding is specific to a particular society at a particular time, but a WEIRD (Western, educated, industrialized, rich, democratic) sampling problem obscures this boundedness. Cultural evolutionary dynamics are typically missing from models of gene-to-phenotype causality, hindering generalizability of genetic effects across societies and across time. We lay out a reconciled framework and use it to predict the ways in which heritability should differ between societies, between socioeconomic levels and other groupings within some societies but not others, and over the life course. An integrated cultural evolutionary behavioral genetic approach cuts through the nature-nurture debate and helps resolve controversies in topics such as IQ.

Bias in bias recognition: People view others but not themselves as biased by preexisting beliefs and social stigmas

Biases perpetuate when people think that they are innocent whereas others are guilty of biases. We examined whether people would detect biased thinking and behavior in others but not themselves as influenced by preexisting beliefs (myside bias) and social stigmas (social biases). The results of three large studies showed that, across demographic groups, participants attributed more biases to others than to themselves, and that this self-other asymmetry was particularly salient among those who hold strong beliefs about the existence of biases (Study 1 and Study 2). The self-other asymmetry in bias recognition dissipated when participants made simultaneous predictions about others' and their own thoughts and behaviors (Study 3). People thus exhibit bias in bias recognition, and this metacognitive bias may be remedied when it is highlighted to people that we are all susceptible to biasing influences.

Culture influences how people divide continuous sensory experience into events

Everyday experience is divided into meaningful events as a part of human perception. Current accounts of this process, known as event segmentation, focus on how characteristics of the experience (e.g., situation changes) influence segmentation. However, characteristics of the viewers themselves have been largely neglected. We test whether one such viewer characteristic, their cultural background, impacts online event segmentation. Culture could impact event segmentation (1) by emphasizing different aspects of experiences as being important for comprehension, memory, and communication, and (2) by providing different exemplars of how everyday activities are performed, which objects are likely to be used, and how scenes are laid out. Indian and US viewers (N = 152) identified events in everyday activities (e.g., making coffee) recorded in Indian and US settings. Consistent with their cultural preference for analytical processing, US viewers segmented the activities into more events than did Indian viewers. Furthermore, event boundaries identified by US viewers were more strongly associated with visual changes, whereas boundaries identified by Indian viewers were more strongly associated with goal changes. There was no evidence that familiarity with an activity impacted segmentation. Thus, culture impacts event perception by altering the types of information people prioritize when dividing experience into meaningful events.