In this study, we tested whether prior exposure to valenced examples of collective future projections – attributed to an unknown source or a social source – shifts the valence of collective future thinking. Across all experiments, the collective negativity bias persisted and was comparable regardless of the valence or source of primers. This consistency is striking given that collective future projections are unbounded by reality, yet they seem resistant to primers we used.

We aligned the two procedures – collaborative recall and part-list cuing recall – by taking the recall output of each collaborative group and generating cues for part-list cued participants. This yoked design enabled us to present identical cues and equate their presentation sequence across the two cuing conditions. Across two experiments (N = 270), we replicated both the standard collaborative inhibition and part-list cuing impairments. Collaborative groups exhibited more reciprocal influence on one another’s recall than part-list cuing participants, producing responses from the same taxonomic category as the cues more often than part-list cuing participants, and exhibiting greater collective memory. These findings provide evidence for the operation of the cross-cuing mechanism in social remembering relative to nonsocial remembering.

Black and Latine students reported lower levels of sense of belonging, perceptions of diversity, and academic confidence than their white peers. Path analysis revealed that greater perceptions of diversity on campus predicted greater sense of belonging for both groups. For Black and Latine students, a sense of belonging was negatively associated with intentions to leave the university and STEM, but positively associated with academic confidence. White students reported similar patterns except there was no significant association between sense of belonging and leaving their STEM major. We discuss how academic administrators and institutions can help retain Black and Latine students in STEM.

This meta-analysis examines the association between exposure to community violence and parenting behaviors (i.e., positive parenting, harsh/neglectful parenting, parent–child relationship quality, and behavior control). A systematic search yielded 437 articles that measured community violence exposure before or at the time of parenting, assessed parenting, and were available in English. There were 342 effect sizes across parenting constructs: positive (k = 101; 68 studies), harsh/neglectful (k = 95; 60 studies), relationship quality (k = 68; 41 studies), and behavior control (k = 78; 51 studies), from 160 reports representing 147 distinct studies. Results of the three-level meta-analyses found small but significant effects between community violence and positive parenting (r = −.059, 95% CI [−.086, −.032]; 95% PI [−.268,.151]), harsh/neglectful parenting (r = .133, 95% CI [.100, .166]; 95% PI [−.107, .372]), parent–child relationship quality (r = −.106, 95% CI [−.145, −.067]; 95% PI [−.394, .182]), and behavior control (r = −.047, 95% CI [−.089, −.005]; 95% PI [−.331, .237]).

We replicated the collective negativity bias and future-oriented positivity bias, indicating the robustness of these phenomena. However, the pattern of age-related positivity diverged for personal events such that young adults exhibited similar positivity to older adults and more positivity than middle-aged adults. Finally, consistent with theoretical proposals of better emotion regulation with age, older adults reported more muted excitement and worry for the long-term future compared to young adults.

This study investigates memory for tweets versus news headlines, particularly when their messages conflict. Across both in-person and online experiments, results consistently showed that participants had better memory for tweets than for news headlines, regardless of whether the messages were consistent or inconsistent. This suggests the informal, ‘gossipy’ nature of microblogs gives them a mnemonic advantage that overrides factors like source credibility.

Our meta-analytic analyses demonstrate an overall medium part-list cuing impairment effect. Moreover, we saw that longer retention periods between study and retrieval mitigate the part-list cuing impairment in recall. We discuss the implications of meta-analysis results for elements of experimental design, the findings of past literature, as well as the underlying theoretical mechanisms proposed to account for this impairment in recall and the applied consequences of this recall impairment.

In Experiment 1, online participants studied a word list and, in a chatroom, recalled the words either alone (as controls) or with two other participants. Surprisingly, collaborative inhibition – the robust finding of lower recall in collaborative groups than controls – disappeared. This outcome occurred because participants who worked alone recalled less than what we see in in-person studies. In Experiment 2, where instructions were modified and an experimenter was present, individual performance improved, resulting in collaborative inhibition.