Suchergebnisse

The present study looks at the effects of familiarity among group members on collaborative inhibition, false memory creation, and social contagion. Friend, nonfriend (adhoc) and nominal three-person groups studied categorized wordlists, followed by free recall and recognition tests, including remember/know judgments. Friend and nonfriend group members were asked to engage in collaborative recall, while nominal group members were tested individually. Results showed that collaborative inhibition was evident among friend and nonfriend groups. However, these detrimental effects of collaboration disappeared during recognition judgments. In terms of susceptibility to false memory creation, it was found that friend groups showed higher levels of social contagion and made more know than remember judgments than nonfriend and nominal group members. These findings suggest that friend group members took the veracity of others' memories for granted and were less able to make clear distinctions between what they did and did not see. The findings are discussed in relation to the lasting effects of collaboration and social pressures on group recall among friend and nonfriend groups.

Globally, there is growing focus by governments and tertiary education institutions to increase the participation, retention and success rates of students from disadvantaged communities. Concerted efforts are being made to ensure the disadvantaged students gain tertiary qualifications and join various professions where they are under-represented. However, despite various government and university initiatives, students from disadvantaged communities are still facing numerous barriers that is impacting on their participation and completion of a university qualification. This study investigates potential learning barriers through the lived experiences of students from a particular minority group. The objective of the study is to propose strategies that will enhance students' success and completion rates of university qualifications. The study recognises that student perceptions through their lived experiences are beneficial to educators. Hence, data was collected via a survey questionnaire and focus group meetings. This research has the potential to make a significant contribution to the design and implementation of actionable strategies to help achieve better outcomes for the minority grouping of students struggling to complete a university qualification. It is anticipated that this research will help implement teaching and learning strategies that positively impacts students' participation and completion of a university qualification. This will in turn help inform government tertiary education policy for the benefit of the wider community.