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11:00 - 12:30
Parallel sessions 5
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11:00 - 12:30
Room: HSZ - N5
Chair/s:
Désirée Schönung, Nikoletta Symeonidou
Source memory research aims at understanding how people remember the origin of information (e.g., Where did I read the latest news?). This double symposium brings together findings of both basic (Part 1) and more applied (Part 2) source memory research. Building on the theoretical and methodological framework introduced in Part I, this second part elucidates the important role of source memory in more applied contexts.
Luise Metzger opens the session with the project “Source Memory for AI- vs. Human-Generated Online Content”, which aims to investigate whether people spontaneously categorize and recall web content as human- or AI-generated. The project further explores whether people who are less trusting toward AI show better source discrimination.
Oktay Ülker continues with “The Source of My Source: Effects of Learning Partner Expertise on Source Memory in Collaborative Learning”. This research examines how well individuals remember which source (trustworthy, untrustworthy, no source) their study partner cited in the collaboration phase.  By additionally varying the expertise (high vs. low) of the learning partner, the study also tests schema-incongruency effects in source memory.
Relatedly, in “Advice Taking on Social Media: The Influence of Source Memory for Advisor Trustworthiness on Advice Weighting” Johanna Höhs focuses on how well people remember the trustworthiness of advisors encountered on social media. The study also addresses whether enhanced source memory supports adaptive advice taking – favoring trustworthy over untrustworthy advisors.
Nikoletta Symeonidou then bridges to source-memory research in specific populations. Focusing on older adults in her talk “Effects of Negative Age Stereotypes on Source Memory”, she presents findings showing that activating negative age stereotypes can impair source memory in older adults. These results highlight the importance of creating age-fair testing.
Extending the discussion to (sub)clinical populations, Isabel Porstein concludes the session with “Source Monitoring Along the Continuum of Psychosis: Insights from Schizotypy.” Her research explores how subclinical schizotypy dimensions relate to source memory and source guessing biases, particularly regarding reality-monitoring impairments, which are often discussed as mechanism underlying hallucinations.
The second session concludes with a general discussion, highlighting the main findings and potential implications of all contributions from a basic and applied perspective.
Submission 653
The Source of My Source: Effects of Learning Partner Expertise on Source Memory in Collaborative Learning
SymposiumTalk-02
Presented by: Oktay Ülker
Oktay Ülker, Sebastian Hengsbach, Daniel Bodemer
Research Methods in Psychology – Technology, Learning, University of Duisburg-Essen, Germany
In social learning settings, remembering both the domain information provided by a learning partner and the sources the partner used helps learners retrospectively judge the credibility of the information the partner conveyed. In other words, they need to remember the source of their source. This study investigated how learning partner expertise (between-subjects: expert vs. novice) and source credibility (within-subjects: high vs. low vs. unlabeled) affect such second-order source memory (analyzed using multinomial processing tree models) and domain learning. Participants (N = 84) read 21 texts (with or without a source label) on the Aztec Empire, which a bogus learning partner allegedly summarized. After a learning phase, they completed an unannounced source memory test and an announced domain knowledge test. Findings reveal that across both partner expertise conditions, high-credibility sources were remembered best, whereas low-credibility and “unlabeled” sources were remembered equally poorly. Learning partner expertise did not affect source memory but domain learning: information was better learned from experts than from novices. Exploratory analyses indicate positive relationships between classification-based source identification and domain learning. The findings support the idea of context-dependent source memory: in educational contexts, learners seem to focus on remembering high credibility sources regardless of partner expertise—possibly because they prioritize identifying which information is true.