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Collaborative inhibition: Evaluation of the part-set cuing hypothesis for key-term definitions

Wissman, Kathryn Taylor
http://rave.ohiolink.edu/etdc/view?acc_num=kent1466529686

Abstract Details

2016, PHD, Kent State University, College of Arts and Sciences / Department of Psychological Sciences.
Collaborative inhibition is the counterintuitive finding that learners working in a group recall less information compared to the combined non-redundant output of the same number of learners working individually (Weldon & Bellinger, 1997). However, a majority of prior research investigating collaborative inhibition has used relatively simple material. The goal of the current study was twofold: establish that collaborative inhibition emerges with key-term definitions and evaluate the extent to which the part-set cuing hypothesis explains the effect with this type of material. The part-set cuing hypothesis states that the initial but incomplete output of one group member acts as a part-set cue that reduces recall of the remaining information by the other group member and contributes to collaborative inhibition. In two experiments, learners individually study key-term definitions during an initial study phase. Learners then complete a retrieval practice phase, which occurs either collaboratively or individually. After a delay, all learners individually complete a final test phase. Of greatest interest for current purposes, results focus on performance during the retrieval practice phase. Results from Experiment 1 established collaborative inhibition such that recall was lower for learners in the collaborative group versus the individual group, which provides novel evidence to the collaborative memory literature by demonstrating that the effect emerges with key-term definitions. Experiment 2 replicated the collaborative inhibition effect observed in Experiment 1 and extended on Experiment 1 by evaluating the part-set cuing hypothesis as a theoretical explanation for a basis of the effect.
Katherine Rawson, PhD (Advisor)
Maria Zaragoza, PhD (Committee Member)
John Gunstad, PhD (Committee Member)
Hamrick Phillip , PhD (Committee Member)
Clewell Tammy, PhD (Committee Member)
51 p.
Psychology
collaborative learning, collaborative inhibition, key-term definitions

Recommended Citations

Citations

  • Wissman, K. T. (2016). Collaborative inhibition: Evaluation of the part-set cuing hypothesis for key-term definitions [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1466529686

    APA Style (7th edition)

  • Wissman, Kathryn. Collaborative inhibition: Evaluation of the part-set cuing hypothesis for key-term definitions. 2016. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1466529686.

    MLA Style (8th edition)

  • Wissman, Kathryn. "Collaborative inhibition: Evaluation of the part-set cuing hypothesis for key-term definitions." Doctoral dissertation, Kent State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1466529686

    Chicago Manual of Style (17th edition)

kent1466529686
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© 2016, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.