Neural, psychological, and social foundations of collective memory: Implications for common mnemonic processes, agency, and identity

Fischer, Vanesa; O’Mara, Shane M.

doi:10.1016/bs.pbr.2022.07.004

Cited by 4 publications

(4 citation statements)

References 142 publications

(173 reference statements)

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“…Recent work on collective memory has provided us with four essential notions for characterizing our subject and constructing our research problem: (1) collective memory refers to the memories of individuals as members of a group or community or as participants in an interaction ( Roediger, 2021 ; Wertsch and Jäggi, 2022 ); (2) collective memories are formed through processes of identity construction ( Booth, 2008 ; Bachleitner, 2022 ; Fischer and O'Mara, 2022 ); (3) in terms of selecting what to remember and what to forget, the essential function of collective memory is to forget ( Vinitzky-Seroussi and Teeger, 2010 ; Kevers et al, 2016 ; Hirst and Coman, 2018 ); and (4) unlike history, which separates the past from the present and the future, collective memory connects all these strands ( Crane, 1997 ; Assmann, 2008 ), in that it operates in the present as a continuous rewriting of the past for future use ( Schwartz, 1997 ; Adams and Edy, 2021 ; Peschanski, 2021 ; Bachleitner, 2022 ). While memory studies since Halbwachs have made it possible to identify and study multiple social frameworks of memory, such as schemas, scripts, and symbols, the issue of social roles is curiously absent from work on collective memory ( Orianne, 2023 ; Orianne and Eustache, 2023 ).…”

Section: The Concept Of Collective Memorymentioning

confidence: 99%

Collective memories and social roles: the case of the Paris terrorist attacks of 13 November 2015

Orianne,

Heiden,

Klein-Peschanski

et al. 2024

Front. Sociol.

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The present study was based on empirical data collected during the first phase (2016) of Study 1000, part of the 13-November Program: a corpus of 934 individual interviews conducted 6-11 months after the events. To process this empirical material, the authors used integrated TXM software, which provides several classic textometry tools. They mainly used the lexical specificity analysis tool, which statistically measures the irregularity of the word distribution according to the parts of the corpus. They also analyzed the concordances of certain very specific lexical forms. Analysis revealed the important influence of social roles on the construction of memories and narratives of this event. Application of textometry tools highlighted lexical fields specific to the different social roles played by the interviewees in this social drama, and showed that it was through these specific vocabularies that they remembered and recounted this extraordinary story. Social roles therefore influence the formation of memories both individual and collective, by modulating the way in which individuals select what to remember and what to forget. The article opens up several interesting avenues for future analyses, mainly a longitudinal perspective (including phases 2 and 3 of Study 1000) for the study of flashbulb memories and the gender issue to fine-tune the analysis of social roles.

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Section: The Concept Of Collective Memorymentioning

confidence: 99%

Collective memories and social roles: the case of the Paris terrorist attacks of 13 November 2015

Orianne,

Heiden,

Klein-Peschanski

et al. 2024

Front. Sociol.

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“…In the field of cognitive neuroscience, the infatuation with Halbwachs' work has inspired a true social turn (Coman et al, 2009;Rajaram and Pereira-Pasarin, 2010;Saxena and Morris, 2016;Fischer and O'Mara, 2022). The concept of collective memory lies at the heart of the most heated debates (Laikhuram, 2022): Metaphor or reality?…”

Section: Collective Memory After Halbwachsmentioning

confidence: 99%

“…Many researchers have studied the links between collective memory and national or community identities (Hirst and Fineberg, 2012;Meier, 2021;Bachleitner, 2022;Fischer and O'Mara, 2022). For example, Merck et al (2020) focused on soccer fan communities.…”

Section: A Blind Spot: the Cultural Foundations Of Collective Memorymentioning

confidence: 99%

Collective memory: between individual systems of consciousness and social systems

Orianne,

Eustache

2023

Front. Psychol.

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Following a long period of neglect, research on different facets of collective memory is now developing apace in the human and social sciences, as well as at their interface with psychology and neuroscience. This resolutely multidisciplinary renewal of interest in memory sciences has given rise to a plethora of concepts with diverse meanings (e.g., social frameworks of memory, collective, shared, collaborative, social memory). The purpose of the present study was to provide a conceptual overview from a historical perspective, and above all to clarify concepts that are often used interchangeably, even though they refer to very different realities. Based on recent research in psychology and neuroscience, we use the concept of collective memory to refer to the operations of individual systems of consciousness. Collective memory is not the memory of a collective, but that of its individual members, either as members of social groups (shared memory) or as participants in social interactions (collaborative memory). Drawing on the contributions of contemporary sociology, we show that social memory is not collective memory, as it refers not to individual systems of consciousness, but to social systems. More specifically, it is the outcome of communication operations which, through redundancy and repetition, perform a continuous and selective re-imprinting of meaning that can be used for communication. Writing, printing and the new communication technologies constitute the three historical stages in the formation and development of an autonomous social memory, independent of living memories and social interactions. In the modern era, mass media fulfill an essential function of social memory, by sorting between forgetting and remembering on a planetary scale. When thinking about the articulation between collective memory and social memory, the concept of structural coupling allows us to identify two mechanisms by which individual systems of consciousness and social systems can interact and be mutually sensitized: schemas and scripts, and social roles. Transdisciplinary approach spearheads major methodological and conceptual advances and is particularly promising for clinical practice, as it should result in a better understanding of memory pathologies, including PTSD, but also cognitive disorders in cancer (chemobrain) or in neurodegenerative diseases.

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“…Choudhury, 2010), and cultural history (e.g. Fischer and O'Mara, 2022). Historical researchers in education can participate in this, for example, by discerning how students' preconceptions – transmitted through home, school, and society over time – shape their learning of content like Aboriginal history and knowledges (O'Dowd, 2012; Musgrove and Wolfe, 2022), and how exemplary educators have always leveraged the insight that the home cultures of students matter for transformative learning (MacGill et al ., 2022).…”

Section: Culture and Prejudicementioning

confidence: 99%

Beyond zero-sum thinking in teacher education: cognitive science, educational neuroscience, and the history of education

Low

2023

HER

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PurposeI take as a starting point the disparaging comments about the place of history and philosophy of education in initial teacher education (ITE) made by the chair of the Teacher Education Expert Panel established by the Australian Government in 2023, which I take to be the most recent attempt at resurrecting the tired debate over “the art versus science of teaching”. I draw on an example from my own ITE classroom to tease possibilities for how historical research and research in the sciences of learning can be in dialogue and collaborate to deepen educational scholarship.Design/methodology/approachThe purpose of this essay is to reflect on the scholarly discussions and debates in the sciences of learning that historical researchers of education have largely been absent or excluded from. I argue that historical researchers have an important role to play as “critical friends” to the burgeoning fields of cognitive science and educational neuroscience.FindingsFrom my cursory and singular account, I highlight two key areas of education where historical research and the sciences of learning can be fruitfully in dialogue and collaboration: Firstly, on the cultural dimension that prefigures learners' approach to learning; and secondly, on the factors that enable or disable effective learning.Originality/valueThis essay sets an agenda for historical researchers in education to exercise “critical friendship” with the cognitive and brain sciences of learning, specifically by adding temporal considerations to the way biology, psychology, and sociality interact to produce different educational outcomes. This will be of “practical” service to ITE – and to students in schools.

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Neural, psychological, and social foundations of collective memory: Implications for common mnemonic processes, agency, and identity

Cited by 4 publications

References 142 publications

Collective memories and social roles: the case of the Paris terrorist attacks of 13 November 2015

Collective memories and social roles: the case of the Paris terrorist attacks of 13 November 2015

Collective memory: between individual systems of consciousness and social systems

Beyond zero-sum thinking in teacher education: cognitive science, educational neuroscience, and the history of education

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