Reese Elaine, Fivush Robyn
Department of Psychology, University of Otago, Dunedin, New Zealand.
Memory. 2008 Apr;16(3):201-12. doi: 10.1080/09658210701806516.
This essay outlines a sociocultural, developmental approach to collective memory. This work is grounded in Halbwachs' (1950/1980) theory of collective memory and in recent prospective studies of collective remembering within families from early childhood through adolescence. The claim is that the basic process of collective remembering is present from the earliest conversations about the past between parents and children, but it is not until adolescence that collective memory is informed by family stories and by history. There are both positive and negative consequences of collective remembering as a function of the nature of the collective. In conclusion, researchers are urged to broaden their view of the collective in their studies of autobiographical and collective memory.
本文概述了一种关于集体记忆的社会文化、发展性研究方法。这项工作以哈尔布瓦赫（1950/1980）的集体记忆理论以及近期关于从幼儿期到青春期家庭内部集体记忆的前瞻性研究为基础。其观点是，集体记忆的基本过程在父母与孩子最早关于过去的对话中就已存在，但直到青春期，集体记忆才受到家庭故事和历史的影响。作为集体性质的一种功能，集体记忆既有积极后果，也有消极后果。总之，在自传体记忆和集体记忆的研究中，敦促研究人员拓宽对集体的看法。
