Blumen Helena M, Rajaram Suparna
Department of Psychology, Stony Brook University, Stony Brook, NY 11794-2500, USA.
Memory. 2008 Apr;16(3):231-44. doi: 10.1080/09658210701804495.
This research examined the influence of prior group collaboration on later individual recall. We considered the negative effects of retrieval disruption and the potentially positive effects of re-exposure to additional items during group recall in the context of three hypotheses: the individual-strategy hypothesis, the combined-strategy hypothesis, and the group-strategy hypothesis. After a study phase and a brief delay, participants completed three successive recall trials in four different recall sequence conditions: III (individual-individual-individual), ICI (individual-collaborative-individual), CII (collaborative-individual-individual), and CCI (collaborative-collaborative-individual). Results show that repeated group recalls (CCI), and securing individual retrieval organisation prior to group recall (ICI), benefit later individual recall more than repeated individual recalls (III). These findings support the group-strategy hypothesis and the individual-strategy hypothesis, and have important implications for group versus individual learning practices in educational settings.
本研究考察了先前的小组合作对后续个体回忆的影响。在个体策略假设、组合策略假设和小组策略假设这三个假设的背景下，我们考虑了检索干扰的负面影响以及在小组回忆过程中再次接触额外项目可能产生的积极影响。在一个学习阶段和短暂延迟之后，参与者在四种不同的回忆序列条件下完成了三次连续的回忆试验：III（个体-个体-个体）、ICI（个体-协作-个体）、CII（协作-个体-个体）和CCI（协作-协作-个体）。结果表明，重复的小组回忆（CCI）以及在小组回忆之前确保个体检索组织（ICI），比重复的个体回忆（III）更有利于后续的个体回忆。这些发现支持了小组策略假设和个体策略假设，并对教育环境中的小组学习与个体学习实践具有重要意义。
