Surely since the Enlightenment, if not before, the study of mind has centered principally on how man achieves a “true” knowledge of the world. Emphasis in this pursuit has varied, of course: empiricists have concentrated on the mind’s interplay with an external world of nature, hoping to find the key in the association of sensations and ideas, while rationalists have looked inward to the powers of mind itself for the principles of right reason. The objective, in either case, has been (...) to discover how we achieve “reality,” that is to say, how we get a reliable fix on the world, a world that is, as it were, assumed to be immutable and, as it were, “there to be observed.”This quest has, of course, had a profound effect on the development of psychology, and the empiricist and rationalist traditions have dominated our conceptions of how the mind grows and how it gets its grasp on the “real world.” Indeed, at midcentury Gestalt theory represented the rationalist wing of this enterprise and American learning theory the empiricist. Both gave accounts of mental development as proceeding in some more or less linear and uniform fashion from an initial incompetence in grasping reality to a final competence, in one case attributing it to the work out of internal processes or mental organization, and in the other to some unspecified principle of reflection by which—whether through reinforcement, association, or conditioning—we came to respond to the world “as it is.” There have always been dissidents who challenged these views, but conjectures about human mental development have been influenced far more by majoritarian rationalism and empiricism than by these dissident voices. Jerome Bruner is research professor of psychology at New York University, where he is also serving as Meyer Visiting Professor of Law. His most recent book, Acts of Meaning, appeared in 1990. In 1987 he received the Balzan Prize for “a lifetime contribution to the study of human psychology.”. (shrink)

Very often our memories of the past are of experiences or events we shared with others. And ‘‘in many circumstances in society, remembering is a social event’’ (Roediger, Bergman, & Meade, 2000, p. 129): parents and children reminisce about significant family events, friends discuss a movie they just saw together, students study for exams with their roommates, colleagues remind one another of information relevant to an important group decision, and complete strangers discuss a crime they happened to witness together. Psychology (...) is at the heart of recent interdisciplinary efforts to understand the relationships between an individual remembering alone, an individual remembering in a group, and the group itself remembering. (shrink)

Collective memories are often formed through the conversations community members have with each other. The effectiveness of these conversations to transmit a memory across a community and to produce a shared and stable mnemonic representation is constrained by psychological factors. This essay examines the effects of speakers' retellings of past events on listeners' memories and on their own memories. The first topic involves research investigating social contagion, resistance to influence, and induced forgetting. The second focuses on the saying-is-believing effect and (...) the creation of a shared reality. By illuminating these processes underlying transmission and convergence of individual memories, the essay provides new insights into the formation of their collective counterpart. (shrink)

The Psychological Study of Social Memory Phenomena Very often our memories of the past are of experiences or events we shared with others. And “in many circumstances in society, remembering is a social event” (Roediger, Bergman, & Meade, 2000, p.129): parents and children reminisce about significant family events, friends discuss a movie they just saw together, students study for exams with their roommates, colleagues remind one another of information relevant to an important group decision, and complete strangers discuss a crime (...) they happened to witness together. Psychology is at the heart of recent interdisciplinary efforts to understand the relationships between an individual remembering alone, an individual remembering in a group, and the group itself remembering. (shrink)