4 September 2021

Bietti, L.M. & Bietti, F.U. (2021). The interactive functions of questions in embodied collaborative work. Frontiers in Psychology, 12:704275. doi: 10.3389/fpsyg.2021.704275

Abstract: Researchers have been interested in the investigation of the interactive functions of questions in conversational contexts. However, limited research has been conducted on the interactive functions of questions in embodied collaborative work, that is, work that involves the manipulation of physical objects. This study aimed to identify the interactive functions of questions in embodied collaborative work. To do so, we conducted a systematic qualitative analysis of a dataset of 1,751 question-answer sequences collected from an experimental study where pairs of participants (N = 67) completed a collaborative food preparation task. The qualitative analysis enabled us to identify three functions of questions: anticipation questions, exploration questions, and confirmation questions. We have discussed in this study how the types of questions identified are associated with: (i) the accomplishment of interactional goals and (ii) complementary temporalities in the collaborative activities.

27 May 2021

Mayor, E. & Bietti, L. M. (2021). Twitter, time and emotions. Royal Society Open Science. https://doi.org/10.1098/rsos.201900

Abstract: The study of temporal trajectories of emotions shared in tweets has shown that both positive and negative emotions follow nonlinear circadian (24 h) and circaseptan (7-day) patterns. But to this point, such findings could be instrument-dependent as they rely exclusively on coding using the Linguistic Inquiry Word Count. Further, research has shown that self-referential content has higher relevance and meaning for individuals, compared with other types of content. Investigating the specificity of self-referential material in temporal patterns of emotional expression in tweets is of interest, but current research is based upon generic textual productions. The temporal variations of emotions shared in tweets through emojis have not been compared to textual analyses to date. This study hence focuses on several comparisons: (i) between Self-referencing tweets versus Other topic tweets, (ii) between coding of textual productions versus coding of emojis, and finally (iii) between coding of textual productions using different sentiment analysis tools (the Linguistic Inquiry and Word Count—LIWC; the Valence Aware Dictionary and sEntiment Reasoner—VADER and the Hu Liu sentiment lexicon—Hu Liu). In a collection of more than 7 million Self-referencing and close to 18 million Other topic content-coded tweets, we identified that (i) similarities and differences in terms of shape and amplitude can be observed in temporal trajectories of expressed emotions between Self-referring and Other topic tweets, (ii) that all tools feature significant circadian and circaseptan patterns in both datasets but not always, and there is often a correspondence in the shape of circadian and circaseptan patterns, and finally (iii) that circadian and circaseptan patterns obtained from the coding of emotional expression in emojis sometimes depart from those of the textual analysis, indicating some complementarity in the use of both modes of expression. We discuss the implications of our findings from the perspective of the literature on emotions and well-being.

Our study has been featured in several media outlets, including the Daily Mail, NRK, Aftenposten and Gemini.no.  

31 March 2021

Bietti, L.M., Slakmon, B.Z., Baker, M.J., Détienne, F., Safin, S., & Schwarz, B.B. (2021). The DIALLS Platform: Supporting cultural literacy and understanding of European values over the Internet. In F. Maine & M. Vrikki (eds.) Dialogue for Intercultural Understanding (pp. 87-101). Cham: Springer. 

Abstract: In this chapter we present the process of designing and developing a novel online platform for supporting cultural literacy learning, involving the elaboration and understanding of European values in collaborative dialogue between students, with teacher-led reflection on wordless texts. Wordless texts are books or videos that comprise sequences of pictures which stimulate student readers to reconstruct the attendant narratives. The narratives in question, available publicly, are designed to stimulate discussions relating to European values, notably tolerance, empathy and inclusion. The main questions for platform design were therefore how to facilitate productive discussions involving European values, on or around such wordless texts, and to structure such discussions in a way that is closely anchored in the texts.

15 August 2020

Memory and imagination during the pandemic

Le Monde diplomatique has published an article I wrote in Spanish with Felipe Muller on memory and imagination during the time of COVID-19. The pandemic has made our collective memories and behaviors obsolete, so how can we imagine post COVID-19 collective life under these conditions? This is the topic of the article.


25 June 2020

Collaborative Remembering Sequences

Bietti, L.M. (2020). Collaborative remembering sequences. In B. Wagoner, I. Bresco & S. Zadeh (Eds.), Memory in the Wild (pp. 223-250). Charlotte, NC: Information Age Publishing. Preprint here

The aim of this chapter is to present a unit of analysis (collaborative remembering sequences) that enables us to capture the multiplicity of embodied, social and material resources animating collaborative remembering in the wild. Collaborative remembering sequences (CRSs) allow us to analyze those moments in which people remember with other people in everyday environments. CRSs are an ecologically valid tool to identify and analyze in a systematic fashion when and how people remember together. 

24 March 2020

Social decision-making in the time of COVID-19: An online study

We are an interdisciplinary group of researchers from the University of Leipzig (Germany), the Norwegian University of Science and Technology (Norway), the Autonomous University of Madrid and the Complutense University of Madrid (Spain). We are running an online study on social decision-making in the time of COVID-19 where participants have to make decisions in different tasks and contexts. It only takes 15 minutes to complete and we have it in several languages, and currently working on more translations (please find links below).

We appreciate your participation, especially under present circumstances!


30 October 2019

Special issue: Remembering with Others

Remembering with Others: Conversational Dynamics and Mnemonic Outcomes
Editors: Lucas Bietti & Charles Stone

Editors’ Introduction: Remembering With Others: Conversational Dynamics and Mnemonic Outcomes
Lucas M. Bietti & Charles B. Stone

Memory at the Sharp End: The Costs of Remembering With Others in Forensic Contexts
Lorraine Hope & Fiona Gabbert

The Mnemonic Consequences of Jurors’ Selective Retrieval During Deliberation
Alexander C. V. Jay, Charles B. Stone, Robert Meksin, Clinton Merck, Natalie S. Gordon & William Hirst

Communication in Theory and Research on Transactive Memory Systems: A Literature Review.
Vesa Peltokorpi & Anthony C. Hood

Features of Successful and Unsuccessful Collaborative Memory Conversations in LongMarried Couples.
Celia B. Harris, Amanda J. Barnier, John Sutton & Greg Savage

Social Transmission of False Memory in Small Groups and Large Networks
Raeya Maswood & Suparna Rajaram

Storytelling as Adaptive Collective Sensemaking  
Lucas M. Bietti, Ottilie Tilston & Adrian Bangerter

Collaborative Remembering in Conversational Narration
Neal R. Norrick

Functions of Parental Intergenerational Narratives Told by Young People
Natalie Merrill, Jordan A. Booker & Robyn Fivush

From Conversations to Digital Communication: The Mnemonic Consequences of Consuming and Producing Information via Social Media
Charles B. Stone & Qi Wang

The Social Function of Autobiographical Stories in the Personal and Virtual World: An Initial Investigation
Nicole Alea, Susan Bluck, Emily L. Mroz & Zanique Edwards

An Evolutionary Approach to the Study of Collaborative Remembering?
Federica Amici

Reflections and Comments on Research on Memory and Conversation From an Ethnographic Perspective
Nils Dahlbäck, Mattias Forsblad & LarsChrister Hydén

Memory, Narrative, and the Consequences
Jens Brockmeier

Knowing, Remembering, and Relating to Others Online: A Commentary
Michael J. Baker & Françoise Détienne

Reflections on Conversations and Memory
Travis G. Cyr & William Hirst

24 September 2019

Cultural transmission in a food preparation task: The role of interactivity, innovation and storytelling

Bietti LM, Bangerter A, Knutsen D, Mayor E (2019) Cultural transmission in a food preparation task: The role of interactivity, innovation and storytelling. PLoS ONE 14(9): e0221278. https://doi.org/10.1371/journal.pone.0221278
Interactive conversation drives the transmission of cultural information in small groups and large networks. In formal (e.g. schools) and informal (e.g. home) learning settings, interactivity does not only allow individuals and groups to faithfully transmit and learn new knowledge and skills, but also to boost cumulative cultural evolution. Here we investigate how interactivity affects performance, teaching, learning, innovation and chosen diffusion mode (e.g. instructional discourse vs. storytelling) of previously acquired information in a transmission chain experiment. In our experiment, participants (n = 288) working in 48 chains with three generations of pairs had to learn and complete a collaborative food preparation task (ravioli-making), and then transmit their experience to a new generation of participants in an interactive and non-interactive condition. Food preparation is a real-world task that it is taught and learned across cultures and transmitted over generations in families and groups. Pairs were defined as teachers or learners depending on their role in the transmission chain. The number of good exemplars of ravioli each pair produced was taken as measurement of performance. Contrary to our expectations, the results did not reveal that (1) performance increased over generations or that (2) interactivity in transmission sessions promoted increased performance. However, the results showed that (3) interactivity promoted the transmission of more information from teachers to learners; (4) increased quantity of information transmission from teachers led to higher performance in learners; (5) higher performance generations introduced more innovations in transmission sessions; (6) learners applied those transmitted innovations to their performance which made them persist over generations; (7) storytelling was specialized for the transmission of non-routine, unexpected information. Our findings offer new insights on how interactivity, innovation and storytelling affect the cultural transmission of complex collaborative tasks.

28 July 2019

Editors’ Introduction: Remembering with others: Conversational dynamics and mnemonic outcomes

Bietti, L.M & Stone. C.B. (2019). Editors' Introduction: Remembering with others: Conversational dynamics and mnemonic outcomes. TopiCS in Cognitive Science. https://doi.org/10.1111/tops.12443

Remembering the past through conversations with others is a uniquely human endeavor. Conversational remembering consists of specific dynamics and can lead to mnemonic outcomes. While conversational dynamics refer to the interactive processes (e.g., the roles speakers and listeners may undertake during the conversation) shaping collaborative remembering, conversational outcomes are about the mnemonic and functional consequences (e.g., forging social bonds) of those processes. Thus, the aim of the present article is to introduce the reader to key concepts and paradigms that have been rigorously developed to empirically investigate the dynamics and outcomes of conversational remembering in cognitive research. The collected review and empirical articles gathered in this topic provide the stateoftheart in the field.