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• W2396336265 abstract "Dyadic Cooperation Enhances Retrieval and Recall of Crossword Solutions Janelle Szary (jszary@ucmerced.edu) Rick Dale (rdale@ucmerced.edu) Cognitive and Information Sciences, University of California, Merced, 5200 North Lake Road Merced, CA 95343 USA Abstract The benefits of collaborative activities have been demonstrated in many domains, but there remain mixed results across several others as to whether collaborative groups can achieve greater performance than individuals, and can achieve greater performance than nominal group comparisons. Here we develop a task that is especially suited to testing collaborative gains. In a collaborative crossword game, two individuals solved puzzle questions either alone or collaboratively through discussion. When talking, participants solved more puzzle questions, solved them more quickly and accurately, and in general seemed to recall the words from collaborative contexts better than from matched independent contexts. By extracting the audio of their interaction, we also demonstrate interesting relationships between spoken interaction and performance on the collaborative tasks. This task environment further substantiates the notion that, in the context of knowledge retrieval, two heads are better than one. Keywords: Dyadic cooperation; collaborative recall. Introduction Knowledge can be thought of as a probabilistic distribution. As samples are repeatedly taken from this distribution, a more complete picture emerges of the underlying knowledge. Often, as is implied by the phrase “the wisdom of crowds”, the probability distribution is quite accurate with respect to its information representation—so that as samples are collected, an increasingly accurate picture emerges. For example, when eight-hundred attendees of a stock and poultry exhibition were asked to estimate the weight of a large ox, the mean of their estimates was very accurate (Galton, 1907). The error of the mean estimate was in fact much lower than the mean error of each individual’s estimate. This “wisdom of crowds” effect has continued to be demonstrated in a number of domains: aggregate financial forecasts tend to be better than individual forecasts (Clemen, 1989), polls of the audience in game shows tend to reveal correct answers (Surowiecki, 2004). The probabilistic nature of knowledge is also apparent when an individual accesses his or her own knowledge over time. When individuals were asked to make quantitative estimates of worldly information on two separate instances, the average of their estimates tended to be more accurate than either individual estimate (Vul & Pashler, 2008). When multiple individuals work interactively on a joint decision, however, the “two heads are better than one” intuition does not always hold. In general, the literature on group performance shows that groups rarely outperform their best members—the whole is rarely greater than the sum of its parts (Bahrami et al., 2010; Hastie & Kameda, 2005; Kerr & Tindale, 2004). In fact, across a large number of contexts, individuals tend to remember less when they’re working with others (Rajaram & Pereira-Pasarin, 2010). In these studies, subjects are usually presented with a list of items and must study and reproduce the items either individually or as a group. On average, groups tend to recall more items than individuals, but recall fewer items than nominal groups (consisting of the pooled, non-overlapping items recalled by individuals working alone; Barnier, Sutton, Harris & Wilson, 2008). That is, individuals working in a group context don’t perform at their full potential. The leading explanation for this observation is the retrieval disruption hypothesis (Basden, Basden, Bryner & Thomas, 1997). According to this hypothesis, individuals use their own, idiosyncratic, strategies to organize and encode information. When recall takes place in an interactive context, the output of one member disrupts the retrieval strategies of the other(s), inhibiting recall performance. The large body of empirical work providing evidence for the detrimental effects of collaboration on memory is unified by the term social contagion research (Barnier, Sutton, Harris & Wilson, 2008; and see Rajaram & Pereira- Pasarin, 2010, for a review). In addition to disrupting the recall of correct items, collaborators can even introduce the recall of incorrect items. When a confederate collaborator misleadingly recalled an incorrect item, participants later recalled that item themselves, as if it had been in the original recall list (Roediger, Meade & Bergman, 2001). This effect extends beyond laboratory recall studies, as individuals can often misremember important life events. Loftus has worked extensively on issues surrounding the fallibility of memory, especially as it applies to false memories and eyewitnesses, showing that social context can significantly impact the accuracy of memory (Loftus, 1996). A related example of the negative consequences of social context is groupthink—a phenomenon where groups of people may end up making poor decisions, generally because of a motivation to reduce conflict and reach consensus, therefore failing to continue the search for an optimal solution (see Esser, 1998). This collaborative inhibition may be related to both retrieval disruption or social loafing (reduced effort or motivation when in a group context; Weldon, Blair & Huebesch, 2000). Despite the abundance of theories and supporting evidence for social contagion, there exists an intuitive feeling that we should benefit from working with others. In addition to social contagion research, Barnier and colleagues (2008) define two other approaches to" @default.
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• W2396336265 title "Dyadic Cooperation Enhances Retrieval and Recall of Crossword Solutions" @default.
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