Abstract: The Collaborative Inhibition refers to that at the retrieval stage, when individuals work together as a collaborative group they recall more than any one individual. However, collaborative group recall less than the polled, non-redundant answers of the same number of individuals working alone (a nominal group). There have been a number of studies on this topic since it was found two decades ago. Researches have also given models to explain this effect. Psychologists suggest that collaborative inhibition may be due to the cognitive factors such as retrieval strategy disruption or retrieval inhibition. According to the former hypothesis, each group member develops an idiosyncratic organization of study information based on his or her unique past knowledge and experiences, thereby bringing a somewhat unique retrieval strategy to the collaborative situation. Retrieval disruption occurs because individuals must listen to others’ output that is misaligned with their own retrieval plans, such disruption lowers each member’s recall during collaboration. While according to the latter one, a speaker's selective recounting of memories shared with a listener will induce both the speaker and the listener to forget unmentioned, related material more than unmentioned, unrelated material. This hypothesis suggested that listening to a speaker remember selectively can induce forgetting of related information in the listener. The present article makes a review about those studies, with special focus on the two models with the introduction and analysis of recent studies in details. There were three experiments in this study. Experiment 1 had a 2 × 2 × 2 three-factor mixed design, adopted a twice retrieval paradigm, by controlling the original organizational strategy in collaborative groups, to form the collaborative identical and divergent organizational structure groups. Results suggested that within the collaborative identical organizational structure groups, the collaborative inhibition was showed up and the final individual recall performance was bad; while within the collaborative divergent organizational structure groups, the collaborative inhibition wasn't showed up and the final individual recall performance was good. Experiment 2 also adopted a twice retrieval paradigm, and controlled the study repetition to explore the collaborative recall performance in these two conditions: participants studied categorized word lists once or twice times. Results showed that study repetition improved retrieval organization in recall in this experiment, this was consistent with the findings of Pereira-Pasarin & Rajaram(2011). Results also suggested that no matter studying once or twice times, the collaborative inhibition was eliminated in their final individual recall. Furthermore, experiment 3 used the hard materials, and found the similar results to experiment 2. This result supported the idea of retrieval strategy disruption hypothesis. Participants disrupted each other original organizational strategy in collaborative recall performance. And the result did not give a support to the conclusion that participants had been inhibited when hearing others' recall items. This is not identical with the retrieval inhibition hypothesis being based on the explicit methods.

Key words: collaborative inhibition, retrieval strategy disruption hypotheses, retrieval inhibition hypotheses, original organizational strategy, study repetition

摘要： 协作抑制是指当人们在一个记忆小组中一起提取信息的时候，小组提取的信息总量比等量个体提取的信息总量要少。本研究采用经典的协作抑制研究范式和两次提取任务，考察编码方式和学习次数对协作提取任务的影响，进一步将考察协作抑制的产生机制作为总研究目的。结果表明，编码方式相同条件下出现协作抑制，而编码方式不同条件下协作抑制消失，显示协作抑制的出现与否依赖于认知条件的改变；无论是学习一次还是学习两次，在第一次小组提取中出现协作抑制，而在第二次个人提取中协作抑制消失，在使用困难学习材料时也得到同样的研究结果。研究结果支持协作抑制的提取策略破坏假说。

关键词: 协作抑制, 提取策略破坏假说, 提取抑制假说, 编码方式, 学习次数