Silence and the shaping of memory: How distracted listeners affect speakers' subsequent recall of a computer game experience

Pasupathi, Monisha; Hoyt, Tim

doi:10.1080/09658210902992917

Cited by 64 publications

(53 citation statements)

References 36 publications

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“…When listeners provided feedback, speakers changed their narrative in response; speakers elaborated their narrative to answer questions asked by the listener. Further, disclosing an experience to a distracted, as opposed to an attentive listener has been associated with the speaker creating narratives deficient in emotional and psychological aspects of the experience, which in itself can influence later memory accuracy for the original experience (Pasupathi & Hoyt, 2010). Thus, the presence and responsiveness of a listener during social disclosure can influence the content of the verbal narrative created by the speaker.…”

Section: The Presence and Behaviour Of A Listenermentioning

confidence: 99%

The fading affect bias: Effects of social disclosure to an interactive versus non-responsive listener

Muir

Brown

Madill

2014

Memory

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Disclaimer UWE has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material. UWE makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited. UWE makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights. UWE accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT. EFFECTS OF SOCIAL DISCLOSURE EFFECTS OF SOCIAL DISCLOSURE 2 AbstractThe intensity of negative emotions associated with event memories fades to a greater extent over time than positive emotions (Fading Affect Bias or FAB). In this study, we examine how the presence and behaviour of a listener during social disclosure influences the FAB and the linguistic characteristics of event narratives. Participants recalled pleasant and unpleasant events and rated each event for its emotional intensity. Recalled events were then allocated to one of three experimental conditions: no disclosure, private verbal disclosure without a listener, or social disclosure to another participant whose behaviour was experimentally manipulated. Participants again rated the emotional intensity of the events immediately after these manipulations and after a one week delay. Verbal disclosure alone was not sufficient to enhance the FAB. However, social disclosure increased positive emotional intensity, regardless of the behaviour of the listener. Whilst talking to an interactive listener led unpleasant event memories to decrease in emotional intensity, talking to a non-responsive listener increased their negative emotional intensity. Further, listener behaviour influenced the extent of emotional expression in written event narratives. This study provides original evidence that listener behaviour during social disclosure is an important factor in the effects of social disclosure in the FAB.

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Section: The Presence and Behaviour Of A Listenermentioning

confidence: 99%

The fading affect bias: Effects of social disclosure to an interactive versus non-responsive listener

Muir

Brown

Madill

2014

Memory

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“…In this respect, each of the narrative examples discussed above can be thought of as the way in which a youth constructed her or his sense of moral agency vis-à-vis a certain event at a given point in time. And although, in general, the ways in which people initially narrate an event shapes and constrains how they will remember and understand that event, and what they will come to believe about themselves in relation to it, the retelling of experiences can also become an avenue for change [McAdams, 1993;Pasupathi, 2001;Pasupathi & Hoyt, 2010;Weeks & Pasupathi, 2011]. Different instances of talking about a certain event have the power to make people rethink themselves, and not merely for defensive or presentational purposes, but rather because this is the way that people construct, reflect on, refine, and reconstruct a sense of their own moral agency in relation to complicated events.…”

Section: Directions For Future Research and Interventionmentioning

confidence: 99%

‘And So They Ordered Me to Kill a Person’: Conceptualizing the Impacts of Child Soldiering on the Development of Moral Agency

Wainryb

2011

Human Development

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Approximately 300,000 child soldiers serve in various armed groups around the world, and become directly implicated in the perpetration of kidnappings, killings, and torture. Considering that children construct moral concepts and a sense of themselves as moral beings in the context of their everyday interactions with others, the concern with how their harrowing experiences of violence may affect their moral development is particularly compelling. To date, however, no research has been conducted examining how these youths grapple with the violence they have perpetrated and how they reconcile their own actions with a view of themselves as moral people. In this paper, I review the limitations of constructs relying on moral disengagement and post-traumatic stress, which are typically used for examining the aftermaths of violence perpetration, and outline a new framework grounded on the normative developmental process whereby children grapple with their experiences of wrongdoing.

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“…In our own work, we have focused on the implications of distracted listening, compared with normal attentive listening, for current and later memories (Pasupathi, 2001;Pasupathi & Hoyt, 2010;Pasupathi, Stallworth, & Murdoch, 1998). In general, we have found that speakers faced with unresponsive listeners produce shorter memories that (1) are bereft of previously unrehearsed information (Pasupathi et al, 1998); (2) lack subjective content important for conveying what the experience means to the narrator (Pasupathi et al, 1998;Pasupathi & Hoyt, 2009);and (3) lack schematic content that might render an experience easier to recall in the future (Pasupathi & Hoyt, 2010).…”

mentioning

confidence: 99%

“…In general, we have found that speakers faced with unresponsive listeners produce shorter memories that (1) are bereft of previously unrehearsed information (Pasupathi et al, 1998); (2) lack subjective content important for conveying what the experience means to the narrator (Pasupathi et al, 1998;Pasupathi & Hoyt, 2009);and (3) lack schematic content that might render an experience easier to recall in the future (Pasupathi & Hoyt, 2010). Thus, it is not surprising that memories told to an unresponsive listener are less well retained on subsequent occasions than are memories told to an attentive listener (Pasupathi & Hoyt, 2010;Pasupathi et al, 1998). Additionally, subsequent memory for experiences narrated to attentive listeners was more consistent with the narrated version of the memory, as compared with later memories of experiences narrated to distracted listeners.…”

mentioning

confidence: 99%

Telling and Remembering: Complexities in Long‐term Effects of Listeners on Autobiographical Memory

Pasupathi

Oldroyd

2015

Applied Cognitive Psychology

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The fact that people talk about most of their emotional experiences with others is well established, as are the influences of listeners on the nature of such talk. Established effects of variability in that talk-such as those due to the listener's attentiveness-could also influence later memory, but the evidence directly testing such influences is relatively sparse. We report the results of a study in which participants (n = 64, 30 men) initially narrated a positive or negative experience to a same-sex friend. The friend was randomly assigned to be either a responsive or a distracted listener, which resulted in changes to the conversational narration that are reported elsewhere. In a second session, approximately 1 month later, participants were asked to recall the same experience. In this study, we examined whether event valence and listener condition influenced the retention of information from the session 1 narrative at the follow-up session, as well as the consistency of the session 2 narratives with the session 1 narrative. Prior findings linking more attentive listening to higher retention and consistency were partially replicated in the present study but were moderated by gender (retention) and event valence (consistency). Broader implications of these findings are discussed.

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Silence and the shaping of memory: How distracted listeners affect speakers' subsequent recall of a computer game experience

Cited by 64 publications

References 36 publications

The fading affect bias: Effects of social disclosure to an interactive versus non-responsive listener

The fading affect bias: Effects of social disclosure to an interactive versus non-responsive listener

‘And So They Ordered Me to Kill a Person’: Conceptualizing the Impacts of Child Soldiering on the Development of Moral Agency

Telling and Remembering: Complexities in Long‐term Effects of Listeners on Autobiographical Memory

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