Collaborative Remembering: Theories, Research, and Applications

740 Pages·2017·16.554 MB·English

by  Michelle L. Meade, Celia B. Harris, Penny Van Bergen, John Sutton, Amanda J. Barnier

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First Edition published in 2018
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Contributors
Gerald Echterhoff Department of Psychology, Westfälische
Wilhelms-Universität Münster (WWU Münster), Germany
Robyn Fivush Department of Psychology, Emory University, Atlanta,
GA, USA
Mattias Forsblad Department of Behavioural Sciences and Learning,
Division of Psychology, Linköping University, Sweden
Fiona Gabbert Department of Psychology, Goldsmiths University of
London, UK
Rupa Gupta Gordon Department of Psychology, Augustana College,
Rock Island, IL, USA
Catherine A. Haden Department of Psychology, Loyola University
Chicago, IL, USA
Celia B. Harris Department of Cognitive Science, Macquarie
University, Sydney, Australia
Linda A. Henkel Department of Psychology, Fairfield University, CT,
USA
William Hirst Department of Psychology, New School for Social
Research, New York, NY, USA
Andrew Hoskins College of Social Sciences, University of Glasgow,
UK
Elise van den Hoven School of Software, Faculty of Engineering and
Information Technology (FEIT), University of Technology Sydney
(UTS), Australia; Department of Industrial Design, Eindhoven
University of Technology (TU/e), Netherlands; Jordanstone College of
Art and (p.x) Design, University of Dundee, UK; and ARC Centre of
Excellence in Cognition and its Disorders, Macquarie University,
Australia
Lars-Christer Hydén Department of Social and Welfare Studies
(ISV), Division of Ageing and Social Change (ASC), Linköping
University, Sweden
Erin Jant Department of Human Development and Family Studies,
Penn State York, PA, USA
René Kopietz Department of Psychology, Westfälische Wilhelms-
Universität Münster (WWU Münster), Germany
Alison Kris School of Nursing, Fairfield University, CT, USA
Maria Marcus Department of Psychology, Loyola University Chicago,
IL, USA
Andy McKinlay School of Philosophy, Psychology and Language
Sciences, The University of Edinburgh, UK
Chris McVittie Centre for Applied Social Sciences, Queen Margaret
University, Edinburgh, UK
Michelle L. Meade Department of Psychology, Montana State
University, Bozeman, MT, USA
Page 2 of 4
Contributors
Natalie Merrill Department of Psychology, Emory University,
Atlanta, GA, USA
Kourken Michaelian Department of Philosophy, University of Otago,
Dunedin, New Zealand
Zaneta Mok School of Allied Health, Australian Catholic University,
Melbourne, Australia
Ine Mols Department of Industrial Design, Eindhoven University of
Technology (TU/e), Netherlands; and School of Software, Faculty of
Engineering and Information Technology (FEIT), University of
Technology Sydney (UTS), Australia
Lauren Monds School of Psychology, The University of Sydney,
Australia
Nicole Müller Department of Speech and Hearing Sciences,
University College Cork, Ireland
Monisha Pasupathi Department of Psychology, University of Utah,
Salt Lake City, UT, USA
Helen Paterson School of Psychology, The University of Sydney,
Australia
Suparna Rajaram Department of Psychology, Stony Brook
University, Stony Brook, NY, USA
Paula Reavey Department of Psychology, London South Bank
University, UK
Elaine Reese Department of Psychology, University of Otago,
Dunedin, New Zealand
Henry L. Roediger III, Department of Psychological and Brain
Sciences, Washington University in St. Louis, MO, USA
Karen Salmon School of Psychology, Victoria University of
Wellington, New Zealand
John Sutton Department of Cognitive Science, Macquarie University,
Sydney, Australia
Sharda Umanath Department of Psychology, Claremont McKenna
College, Claremont, CA, USA
Penny Van Bergen Department of Educational Studies, Macquarie
University, Sydney, Australia
Cecilia Wainryb Department of Psychology, University of Utah, Salt
Lake City, UT, USA
Qi Wang Department of Human Development, Cornell University,
Ithaca, NY, USA
(p.xi) James V. Wertsch Department of Anthropology, Washington
University in St. Louis, MO, USA
Rebecca Wheeler Department of Psychology, Goldsmiths University
of London, UK
Robert A. Wilson Department of Politics and Philosophy, La Trobe
University, Melbourne, Victoria, Australia
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Contributors
Jeremy Yamashiro Department of Psychology, New School for Social
Research, New York, NY, USA
Widaad Zaman Department of Psychology, University of Central
Florida, Orlando, FL, USA
(p.xii)
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Collaborative Remembering: Background and Approaches
experiences in the context of our shared histories, our communities, and our
cultures. The settings in which we remember with others, the nature of the
tasks, and the goals of our social remembering vary dramatically, but the very
act of remembering with others is a pervasive feature of human life (Barnier,
Sutton, Harris, & Wilson, 2008; Campbell, 2008; 2014).
Memory researchers across disciplines and subdisciplines are actively exploring
collaborative remembering. However, despite this common interest and growing
research area, there is currently relatively little crosstalk between perspectives.
This is at least partly due to differences in the assumptions, methodologies, and
conclusions that guide different approaches, and which can make it difficult to
synthesize and compare methods and findings. The primary purpose of this book
is to feature outstanding recent work on collaborative remembering across
several disciplines and subdisciplines, to highlight the points of overlap and
contrast, and to initiate conversations and debate both within and across the
various perspectives.
This collection of chapters addresses a wide range of social memory phenomena.
The comprehensive set of 24 chapters is the most substantial and diverse
treatment of collaborative remembering yet published and it presents a rich
array of theories, methods, and applications. Specifically, the chapters include
research based on and drawing from traditions in developmental psychology,
cognitive psychology, social psychology, discourse processing, philosophy,
neuropsychology, design, and media studies. As its five editors, we bring diverse
research interests and disciplinary backgrounds—in education, philosophy, and
across a number of subdisciplines of psychology—to this shared and complex
topic.
In this introductory chapter, we provide historical context to highlight the
growing focus on social factors in the study of memory. We then identify a
number of live and open themes emerging from the chapters that relate to
significant issues of research emphasis across perspectives. Namely, these
themes focus on the range of collaborative memory phenomena presented in the
book and the various measurements used to assess collaborative remembering
across different perspectives. The introduction concludes with an overview of
the structure of the volume, and brief previews of the contents.
(p.4) Background
The late twentieth century is often said to have seen a “memory boom” (Winter,
2000). At the broadest historical level, a diverse range of cultural and political
developments repeatedly set memory to the fore in the public sphere. Most
notably, memory was paramount in the urge to commemorate the Holocaust and
other horrific events, the rise of identity politics, and increasing mobility and
social instability. At the same time, new discoveries in the cognitive and brain
sciences offered insights into the nature and fragility of human memory, and the
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