More About When I's Meet: The Intergroup Ramifications of I-Sharing, Part II

Theory of collective mind

Theory of mind research has traditionally focused on the ascription of mental states to a single individual. Here, we introduce a theory of collective mind: the ascription of a unified mental state to a group of agents with convergent experiences. Rather than differentiation between one's personal perspective and that of another agent, a theory of collective mind requires perspectival unification across agents. We review recent scholarship across the cognitive sciences concerning the conceptual foundations of collective mind representations and their empirical induction through the synchronous arrival of shared information. Research suggests that representations of a collective mind cause psychological amplification of co-attended stimuli, create relational bonds, and increase cooperation, among co-attendees.

Emerging Ideas. A ripple effect: Does I-sharing with a stranger promote compromise in cohabiting couples?

Background

Living together harmoniously requires compromise. Research on the psychological factors that promote compromise frequently focuses on individual differences and interpersonal environment. The current research takes a different approach by asking what role I-sharing (i.e., the feeling that others share the same in-the-moment, subjective experience as oneself) plays in the success of a cohabiting couple's compromise efforts.

Objective

Drawing from work on the prosocial outcomes associated with I-sharing, we asked whether I-sharing with a stranger enhances couples' ability to compromise.

Method

Both members of a cohabiting couple privately reported the percentage of time they spend on household tasks (the Division of Household Labor inventory [DHL]) before undergoing a manipulation in which they either did or did not have an I-sharing experience with a stranger. Participants then completed the DHL again, this time working together with their cohabiting partner to reach a consensus in their responses. Finally, participants had another chance to complete the DHL in private, receiving the instruction to respond with their true beliefs.

Results

When relationship partners worked together to complete the DHL at the second reporting, their responses were identical. At the third (private) DHL reporting, consistent with prediction, couples assigned to the I-share condition showed more agreement with their partner than couples assigned to the No I-share condition.

Conclusion

This finding suggests that the prosociality generated by I-sharing can promote compromise in cohabiting couples.

Implications

I-sharing holds promise as a therapeutic tool to promote compromise in treatment-seeking families and couples.

Physical but not virtual presence of others potentiates implicit and explicit learning

E-learning activities are becoming more and more common. Whilst it is well known that the physical presence of others motivates individuals to engage in perceptual and learning tasks, systematic investigations comparing the effects of physical and virtual co-presence of others on knowledge acquisition are still scarce. Here we investigate the effects of physical and virtual co-presence of others on explicit and implicit learning. In Experiment 1 (discovery sample), retrieval accuracy in a spatial memory task and EEG indexes (mismatch negativity-MMN) of implicit perceptual learning were recorded when participants were alone or in presence of another individual. In Experiment 2 (replicating sample), we added a "virtual" condition, where the same tasks were performed during a video-conference call. In both experiments, MMN was demonstrated to encode for perceptual learning as revealed by the significant correlation with Bayesian Surprise (a consolidated information-theoretic index of Bayesian learning). Furthermore, In Experiments 1 and 2 physical co-presence systematically ameliorated memorization performances and increased MMN indexes related to implicit learning. These positive effects were absent in the virtual condition, thus suggesting that only physical, but not virtual co-presence is effective in potentiating learning dynamics.

Feeling out of (existential) place: Existential isolation and nonnormative group membership

Literature devoted to understanding the experiences of individuals who do not fit the cultural mold—those who belong to minority, stigmatized, or underrepresented groups—demonstrates that nonnormative status goes hand in hand with a range of negative outcomes. The current research considers a heretofore unstudied correlate of nonnormative status: existential isolation (the feeling of being alone in one’s subjective experience), which differs from feelings of interpersonal isolation (feeling alone with regard to the quantity or quality of one’s relationships). Normative, or mainstream, society may not acknowledge the experiences of those holding a nonnormative status, rendering such individuals at risk of developing heightened feelings of existential isolation. Across Studies 1a and 1b, we found consistently higher trait levels of existential isolation (but not interpersonal isolation) among people with a nonnormative group status than among their normative counterparts. This effect appeared whether we looked at nonnormativeness with regard to race, ethnicity, sexual orientation, citizenship, native language, body weight, religious affiliation, or socioeconomic status. Study 2 highlights one correlate of the existential isolation that accompanies nonnormativeness: decreased certainty with respect to judgments of racism. Implications and suggestions for future research are discussed, including addressing the correlational nature of this research and testing potential mechanisms to explain the link between nonnormative status and existential isolation.

Existential isolation and the struggle for belief validation

People exhibit a strong need for belief validation, which they meet by sharing reality with others. Here, we examine the hypothesis that existential isolation - feeling alone in one's experiences - interferes with people's ability to share reality and thus achieve validation for their beliefs. In Studies 1 and 2, participants read a scenario that presented a choice, rated the percent of their peers whom they thought would select each of the two options, and then reported their own choice and their certainty of it. Existential isolation was a significant negative predictor of expected agreement and certainty in both studies. Interpersonal isolation (i.e., loneliness) did not relate to either of these variables. Moreover, mediational analyses from Study 2 show that expected agreement mediated the relationship between existential isolation and certainty in the hypothesized manner: existential isolation predicted high levels of uncertainty because people high in existential isolation tended not to believe that others would make the same choice. In Study 3, existential isolation correlated negatively with expected agreement even after controlling for interpersonal isolation, self-esteem, and depression. The findings attest to the epistemic implications of existential isolation and provide insight for future research.

EXISTENTIAL ISOLATION, LONELINESS, DEPRESSION, AND SUICIDE IDEATION IN YOUNG ADULTS

Introduction: The relationships between loneliness, depression, and suicide ideation have been well established in the literature. Yet almost no research has examined how feelings of existential isolation (EI; Yalom, 1980), a form of interpersonal isolation conceptually similar, but distinct from loneliness, relates to depressive symptomology or suicide ideation.

Method: Four independent samples of undergraduates completed measures of loneliness, depression (which included a suicide ideation item), and EI.

Results: We find EI and loneliness both independently predict depression and suicide ideation, as well as interact to predict greater depression, such that those who are both existentially isolated and lonely report the greatest depression. Moreover, those with both high loneliness and high EI report an average depression that qualifies them for mild clinical depression according to established clinical cutoffs.

Discussion: Our findings suggest EI and loneliness may be independent antecedents for depression. Implications for interventions are discussed.