EFFECT OF GROUP PRESSURE ON MEMORY. [Report No.: BR-5-0252-TR-30; [Report No.: WRDCCL-TR-30

Autor/inn/en	ALLEN, VERNON L.; BRAGG, BARRY W.
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	EFFECT OF GROUP PRESSURE ON MEMORY. [Report No.: BR-5-0252-TR-30; [Report No.: WRDCCL-TR-30
Quelle	(1967), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Feedback; Memorization; Paired Associate Learning; Retention (Psychology); Social Influences; Verbal Learning + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Gedächtnistraining; Merkfähigkeit; Sozialer Einfluss; Verbales Lernen
Abstract	SEVENTY-FIVE FEMALE PSYCHOLOGY STUDENTS PARTICIPATED IN A STUDY WHICH INVESTIGATED THE EFFECT OF GROUP PRESSURE ON THE RETENTION OF PREVIOUSLY LEARNED VERBAL MATERIAL IN A CONTROLLED LABORATORY SETTING. THE SUBJECTS WERE RANDOMLY ASSIGNED TO FIVE SITUATIONS, 15 TO A GROUP, AND WENT THROUGH 4 STEPS IN THE EXPERIMENT -- (1) ORIGINAL LEARNING, (2) TESTING WITH OTHER SUBJECTS, (3) TESTING ALONE, AND (4) RELEARNING. AFTER LEARNING A PAIRED-ASSOCIATES TASK, THE SUBJECTS WERE EXPOSED TO ONE OF 3 SITUATIONS -- (1) CORRECT FEEDBACK, (2) INCORRECT FEEDBACK, AND (3) NO FEEDBACK. TWO OTHER SITUATIONS SERVED AS CONTROLS FOR THE CORRECT-FEEDBACK AND THE INCORRECT-FEEDBACK SITUATIONS. FEEDBACK WAS GIVEN EITHER BY A GROUP OR BY ONE PERSON. RESULTS SHOWED THAT RECALL WAS ACCELERATED BY CORRECT FEEDBACK AND REDUCED BY INCORRECT FEEDBACK, AND THAT FEEDBACK FROM OTHER PERSONS SIGNIFICANTLY AFFECTED MEMORY. THE DIFFERENCE BETWEEN THE ONE-PERSON AND THE GROUP CONDITIONS FAILED TO REACH SIGNIFICANCE. HOWEVER, INTERNAL ANALYSES REVEALED DIFFERENCES BETWEEN THE TWO CONDITIONS WHICH INDICATED THAT NORMATIVE SOCIAL INFLUENCE AS WELL AS INFORMATIONAL SOCIAL INFLUENCE AFFECTED COMPLEX COGNITIVE PROCESSES. (AUTHOR/NS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01