「共同學習」能提升學習效益，其導因於心理上的彼此支持與互動，並提升學習者的認同感與歸屬感。學習情境中，認知歷程是不可或缺的重要環節。過去研究中發現共同學習時能提升記憶互助行為，且心理距離愈近，互助行為會愈明顯。然而，其心理距離的操弄仍停留在物理距離的層次，本研究旨在更進一步探究團體中親疏關係不同、對任務目標的認知如何調節記憶互助行為。本研究有兩個實驗：實驗一為複製記憶互助現象的經典實驗，以檢驗記憶互助現象的穩定度，結果發現當自己與他人的心理距離較遠時，自己不會去注意他人負責的任務，但是當自己與他人的心理距離縮短、他人就在自己身旁時，自己會不自覺地注意且記憶對方的任務，也不會降低對自己任務的記憶量。實驗二進一步加上操弄參與者間的關係親密程度來改變其心理距離，以檢驗心理距離對記憶互助行為的調節效果，其結果為：無論學習情境為單獨或共同，兩人關係親密度為低度時，回憶自己負責類別的數量最高，高於回憶他人類別，再高於回憶無人類別，而在共同學習情境中、對方就在自己身旁，且提升兩人的關係親密度為中度時，回憶他人類別的平均數量會明顯增加，再提升兩人的關係親密度為高度時，可以發現，回憶他人類別的平均數量大幅增加至與回憶自己類別的平均數量相同。

"Learning effectiveness" can be enhanced by "learning together" which results from psychological support and interaction with each other while elevating learners' senses of identity and belonging. The cognitive process plays a vital role in learning situation. Acting together affects the incidental encoding of information. Learning with the other can enhance memory performance are well established: we remembered not only our own learning contents, but also other's contents. In addition, the closer there is the psychological distance, the more obvious there is the mutual memory performance. Nevertheless, the manipulation of the psychological distance still focuses on the physical distance. As a consequence, the main purpose of this research is to explore further what it was of the different degree of intimacy or closeness between two participants regulating memory performance. There were two experiments in the present study: In Experiment 1, we aimed to replicate the classic experiment of mutual memory aid in order to examine the stability of the phenomenon of mutual aid. The results find that when the "psychological distance" between "self" and "the other" is far, "self" cannot pay attention to the task that the other is responsible for; when the psychological distance between them shortens, "self" will unconsciously remember and bring the other's task to their attention while not reducing the amount of their own task. Experiment 2, to further add the manipulation of "two-participants' intimacy" to change their psychological distance. The result demonstrates that, whether the learning situation is "alone" or "together," when the "two-participants' intimacy" is low, "self recalls" will reach the highest average number of "self-own category," even higher than "the-other category" and "no-one category"; when the two participants are learning together with their intimacy being raised to medium, the average number of "the-other category" will increase significantly; when the "two-participants' intimacy" is raised to maximum, the results observe that the average of "the-other category" will increase greatly to the same level as the average of "self-own category."

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