The response order effect: people believe the first person who remembers an event

Conversation Initiation of Mothers, Fathers, and Toddlers in their Natural Home Environment

In a conversational exchange, interlocutors use social cues including conversational turn-taking to communicate. There has been attention in the literature concerning how mothers, fathers, boys, and girls converse with each other, and in particular who initiates a conversation. Better understanding of conversational dynamics may deepen our understanding of social roles, speech and language development, and individual language variability. Here we use large-scale automatic analysis of 186 naturalistic daylong acoustic recordings to examine the conversational dynamics of 26 families with children about 30 months of age to better understand communication roles. Families included 15 with boys and 11 with girls. There was no difference in conversation initiation rate by child sex, but children initiated more conversations than mothers, and mothers initiated more than fathers. Results support developmental theories of the different and variable roles that interlocutors play in a social context.

Conformidade em Memória de Reconhecimento: Revisão Breve e Potenciais Direções de Pesquisa

Resumo Conformidade de memória é o fenômeno em que relatos de memória de uma pessoa são modificados após exposição aos relatos de outra pessoa. Estudos sobre conformidade de memória são importantes tanto no âmbito puro quanto aplicado, especialmente quando os estímulos são carregados emocionalmente. No entanto, estudos de conformidade de memória com estímulos emocionais ainda são escassos. Além disso, os poucos estudos sobre o tema apresentam resultados contraditórios. Nesta revisão, apresentamos um breve resumo de pesquisas sobre conformidade de memória em tarefas de reconhecimento e avaliamos o papel moderador da emocionalidade na conformidade. Sugerimos como possível direção de pesquisas futuras a avaliação de duas variáveis, intervalo de retenção e distintividade dos estímulos, que podem ser cruciais para elucidar as inconsistências empíricas.

The role of memory strength and task orientation in memory conformity

Memory conformity occurs when one's memory reports are influenced by the memories of others. These experiments tested whether the conformity effect would be moderated by memory strength and task orientation. In Experiments 1 and 3 we manipulated levels of processing to test whether conformity effects are greater when memory is poor relative to when it is good. In Experiment 2 we tested the role of participants' orientation to the test, as either a test-taker or a grader, as well as the effects of levels of processing. Conformity effects were found in all experiments, but were not eliminated when memory was strong. Conformity was influenced by the participant's task orientation, with a smaller effect for graders than test-takers. These data indicate that strong memory will not always buffer the conformity effect, but a relatively simple role change can moderate the effect.

Social Transmission of False Memory in Small Groups and Large Networks

Sharing information and memories is a key feature of social interactions, making social contexts important for developing and transmitting accurate memories and also false memories. False memory transmission can have wide-ranging effects, including shaping personal memories of individuals as well as collective memories of a network of people. This paper reviews a collection of key findings and explanations in cognitive research on the transmission of false memories in small groups. It also reviews the emerging experimental work on larger networks and collective false memories. Given the reconstructive nature of memory, the abundance of misinformation in everyday life, and the variety of social structures in which people interact, an understanding of transmission of false memories has both scientific and societal implications.

Learning From Others in an Educational Context:Findings From Cognitive Psychology

Students are often placed in groups to facilitate learning. Understanding the cognitive processes involved when students learn from others is important for creating group situations that facilitate learning. Research from cognitive psychology predicts who will learn most from whom and in what situations. It also provides a set of methods that education researchers can use to further explore “Learning from Others.” However, because the goals of cognitive psychologists and educators often differ, it is important to apply cognitive psychology research cautiously within an educational context.

Likable co-witnesses increase eyewitness accuracy and decrease suggestibility

This study examines the impact of likability on memory accuracy and memory conformity between two previously unacquainted individuals. After viewing a crime, eyewitnesses often talk to one another and may find each other likable or dislikable. One hundred twenty-seven undergraduate students arrived at the laboratory with an unknown confederate and were assigned to a likability condition (i.e., control, likable or dislikable). Together, the pair viewed pictures and was then tested on their memory for those pictures in such a way that the participant knew the confederate's response. Thus, the participant's response could be influenced both by his or her own memory and by the answers of the confederate. Participants in the likable condition were more accurate and less influenced by the confederate, compared with the other conditions. Results are discussed in relation to research that shows people are more influenced by friends than strangers and in relation to establishing positive rapport in forensic interviewing.

Speaking order predicts memory conformity after accounting for exposure to misinformation

When people discuss their experiences, they can later report seeing things that they never saw, simply because they heard about those things in the discussion. One factor that may contribute to this effect is the order in which people speak; some research has investigated this issue, but it remains unclear whether a relationship exists between memory conformity and speaking order. We explored this question using data from five previous memory conformity experiments. The results provide evidence of an association between speaking order and memory conformity, such that people who spoke first in a discussion were misled less often than people who did not. These results build on previous research by demonstrating that the association could not have been caused by differences in opportunities to be misled. We could not draw conclusions about causality from the exploratory analyses, but ruled out several simple explanations of the results, and considered a variety of social and cognitive mechanisms that might account for the association. Further investigation will be required to tease apart the possible mechanisms that underlie the relationship between speaking order and memory conformity.

Comparing the influence of directly vs. indirectly encountered post-event misinformation on eyewitness remembering

Some research has found a stronger influence of directly (face-to-face; co-witness; 'social') vs. indirectly (through written reports, 'non-social') encountered post-event misinformation on eyewitness memory reports, whereas other research finds no (big) difference. We argue and demonstrate that a crucial but so far neglected variable underlying this difference is memory for the misleading information itself. In a study with N=120 participants who encountered misinformation directly or indirectly, we found misinformation retention (as assessed in a separate test) to be positively associated with a broad range of misinformation effects. Influence type (direct vs. indirect), however, did not moderate the misinformation effect in terms of memory for original details, and misinformation endorsement was even weaker in the direct influence condition. In our view, these findings reflect differential conversion of retained misinformation into test performance. Other than this, influence type had essentially no effects on remembering; nor did an additional post-warning manipulation.

"Up Means Good": The Effect of Screen Position on Evaluative Ratings in Web Surveys

This paper presents results from six experiments that examine the effect of the position of an item on the screen on the evaluative ratings it receives. The experiments are based on the idea that respondents expect "good" things-those they view positively-to be higher up on the screen than "bad" things. The experiments use items on different topics (Congress and HMOs, a variety of foods, and six physician specialties) and different methods for varying their vertical position on the screen. A meta-analysis of all six experiments demonstrates a small but reliable effect of the item's screen position on mean ratings of the item; the ratings are significantly more positive when the item appears in a higher position on the screen than when it appears farther down. These results are consistent with the hypothesis that respondents follow the "Up means good" heuristic, using the vertical position of the item as a cue in evaluating it. Respondents seem to rely on heuristics both in interpreting response scales and in forming judgments.