Role-taking in a Communication Task
In a word association task, psychology students (shared subgroup membership) utilized subgroup-relevant cues to communicate psychology-related words to psychology students, and suppressed these cues when paired with non-psychology students (mixed dyads). Dyads of same-subgroup members correctly identified more psychology target words, but did not take significantly less time than mixed dyads. Pairs of non-psychology students were least efficient. Results are related to a discussion of role-taking.