The Influence of Age and Social Group on Children's Remembering

Northway, Mary L.

doi:10.1111/j.2044-8295.1936.tb00813.x

Cited by 13 publications

(18 citation statements)

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“…Further, he compared what was common and distinct for the different social groups in relation to 'inventions and additions,' 'shortening' and the material that 'survives' through the series. Northway (1936) compared differences in recall for children with different ages (i.e., 10 and 14 to 15 year olds) and social backgrounds (i.e., from three different Toronto schools with different traditions and socio-economic levels). A central part of her analysis focused on the 'recasting of material' in the serial reproduction chains of different groups.…”

Section: Social Group Comparisonsmentioning

confidence: 99%

“…Moreover, he situated it between individual and group processes. As Northway (1936) put it in one of the earliest replication studies, ''the problem of remembering is one of 'construction,' belonging both to individual and social psychology, it lies on the border line where the two meet'' (p. 29). She likewise explicitly clarified that 'construction' is a matter of making the material meaningful within ones familiar framework, a process that cannot be reduced to either cognitive or social factors.…”

Section: From Qualitative Changes To Distortion: the Scientific Constmentioning

confidence: 99%

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What makes memory constructive? A study in the serial reproduction of Bartlett’s experiments

Wagoner

2017

Culture & Psychology

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The claim that memory is constructive or reconstructive is no longer controversial in psychology. However, in the last decades it has generally been taken to mean that our memories are inaccurate or distorted. In the locus classicus of the constructive memory idea-Bartlett's Remembering-we find a different meaning: Constructive is there understood as a future-oriented and adaptive characteristic of remembering, which can also lead to accuracy. His notion of constructiveness was even earlier elaborated in relation to group dynamics in his book Psychology and Primitive Culture. How did we get from one meaning of constructive to another? This question is explored through a serial reproduction analysis of experiments purporting to replicate Bartlett's study. The focus is on the transformation of terminology used to describe qualitative changes introduced by subjects into reproductions. In this history a diversity of terms, coming from different intellectual sources, is gradually subsumed under the single term 'distortion'. Thus, psychologists have reconstructed Bartlett's work based on their own background, other influences and their own project for the discipline, illustrating the very constructive processes Bartlett theorized.

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Section: Social Group Comparisonsmentioning

confidence: 99%

Section: From Qualitative Changes To Distortion: the Scientific Constmentioning

confidence: 99%

What makes memory constructive? A study in the serial reproduction of Bartlett’s experiments

Wagoner

2017

Culture & Psychology

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“…Using this method, Bartlett demonstrated that traditional folk tales were transmitted more fully than a range of other stimuli, such as a newspaper report, a description of a scene and a scientific text. In the following two decades, a series of transmission chain studies were published in the British Journal of Psychology investigating various hypotheses and participant groups (Hall, 1951;Klugman, 1944;Maxwell, 1936;Northway, 1936;Ward, 1949).Following this initial period of research activity, the transmission chain method fell from favour within psychology, perhaps due to the rise of behaviourism, and then of cognitive psychology, both of which have tended to ignore social processes. However, a handful of recent studies have sought to reintroduce the transmission chain method,…”

mentioning

confidence: 99%

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confidence: 99%

A bias for social information in human cultural transmission

Mesoudi

Whiten

Dunbar

2006

British J of Psychology

284

225

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Evolutionary theories concerning the origins of human intelligence suggest that cultural transmission might be biased toward social over non-social information. This was tested by passing social and non-social information along multiple chains of participants. Experiment 1 found that gossip, defined as information about intense third-party social relationships, was transmitted with significantly greater accuracy and in significantly greater quantity than equivalent non-social information concerning individual behaviour or the physical environment. Experiment 2 replicated this finding controlling for narrative coherence, and additionally found that information concerning everyday non-gossip social interactions was transmitted just as well as the intense gossip interactions. It was therefore concluded that human cultural transmission is biased toward information concerning social interactions over equivalent non-social information.

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“…A large number of specific traits have been investigated with these methods, and different questions have been asked. The studies of Bartlett and his school tended to use stories and drawings, and to frame open‐ended research questions: What patterns can be found in the variation of the traits as they are passed along the chain? They also asked how characteristics of the subject—for example, their cultural background or social status—affected the changes seen in the traits.…”

Section: How Are Cultural Traits Changed During Transmission?mentioning

confidence: 99%

Experimental and theoretical models of human cultural evolution

Kempe

Mesoudi

2014

WIRES Cognitive Science

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The modern field of cultural evolution is now over 30 years old, and an extensive body of theory and data has been amassed. This article reviews models of cultural evolution, both experimental and theoretical, and surveys what they can tell us about cultural evolutionary processes. The models are grouped according to which of four broad questions they address: (1) How are cultural traits changed during transmission? (2) How and why do cultural traits accumulate over time? (3) What social learning biases do people use? and (4) What are the population‐level consequences of different social learning biases? We conclude by highlighting gaps in the literature and promising future research directions, including the further integration of theoretical models and experimental data, the identification of the factors underlying cumulative cultural evolution, and the explanation of individual and cultural variation in social learning biases. This article is categorized under: Cognitive Biology > Evolutionary Roots of Cognition Economics > Interactive Decision-Making

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The Influence of Age and Social Group on Children's Remembering

Cited by 13 publications

References 0 publications

What makes memory constructive? A study in the serial reproduction of Bartlett’s experiments

What makes memory constructive? A study in the serial reproduction of Bartlett’s experiments

A bias for social information in human cultural transmission

Experimental and theoretical models of human cultural evolution

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