Abstract
Generating random number sequences is a popular psychological task often used to measure executive functioning. We explore random generation under “joint cognition” instructions; pairs of participants take turns to compile a shared response sequence. Across three studies, we point to six key findings from this novel format. First, there are both costs and benefits from group performance. Second, repetition avoidance occurs in dyadic as well as individual production settings. Third, individuals modify their choices in a dyadic situation such that the pair becomes the unit of psychological function. Fourth, there is immediate contagion of sequence stereotypy amongst the pairs (i.e., each contributor “owns” their partner’s response). Fifth, dyad effects occur even when participants know their partner is not interacting with them (Experiment 2). Sixth, ironically, directing participants’ efforts away from their shared task responsibility can actually benefit conjoint performance (Experiment 3). These results both constrain models of random generation and illuminate processes of joint cognition.
Highlights
Cognitive psychology relies overwhelmingly on what individuals think and do
Whilst there is a growing recognition of the relevance of social factors in shaping basic cognitive processes such as working memory, there is a need for studies that identify how group performance compares with individual performance for popular cognitive
Random sequence generation produces a rich data set that can be assessed in many different ways, but measures can be categorized into several major clusters
Summary
Cognitive psychologists almost always test individuals and analyze their behaviors in isolation to investigate cognitive processes and architectures. Even brief reflection confirms that in the real world much personal and professional decision-making involves, as a minimum, consultation with others, and more often extensive collaborative interactions. These situations lead to shared decisions amongst group members. Whilst there is a growing recognition of the relevance of social factors in shaping basic cognitive processes such as working memory (see for example [1]), there is a need for studies that identify how group performance compares with individual performance for popular cognitive
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