Is it better to collaborate with a teacher or a peer? Evidence from a group-based selective retrieval practice paradigm

• Yuxuan Lian ^[1] ; Shamali Ahati ^[1] ; Jiarui Cai ^[1] ; Huan Zhang ^[1] ; Tour Liu ^[1] ; Jingwen Li ^[1]
  1. [1] Tianjin Normal University

     Tianjin Normal University

     China

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 3, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-025-00980-4
• Enlaces
  • Texto completo
• Resumen

  • In cognitive psychology, researchers have identified a phenomenon called socially shared retrieval-induced forgetting (SS-RIF) that occurs during collaborative memory tasks in groups. When a speaker selectively retrieves target information, listeners may forget related, non-target information. The mechanism likely involves concurrent covert retrieval. Relational motivation is a key factor, particularly when the speaker is an in-group member, which enhances listeners’ covert retrieval and results in SS-RIF. Although prior studies on relational motivation mainly focus on adults, the impact of teacher-student and peer relationships on middle school students during a critical cognitive development phase remains largely unexplored. This study aimed to examine the influence of relational motivation on SS-RIF in middle school students, expanding on existing literature. In Experiment 1, the independent variables were speaker identity (teacher vs. peer) and item type (Rp + , Rp-, Nrp + , Nrp-), while the dependent variable was the correct recall rate in the final retrieval phase. Results showed that SS-RIF occurred only when middle school students acted as speakers. A replication study was conducted to ensure the reliability and generalizability of these findings. The findings confirmed the influence of student speaker identity on SS-RIF in middle school students, highlighting the importance of relational motivation in collaborative memory. These results extend previous research and provide a theoretical basis for enhancing cooperative learning among middle school students.

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