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Related Concept Videos

Social Facilitation01:04

Social Facilitation

Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
Nonconscious Mimicry01:13

Nonconscious Mimicry

Nonconscious mimicry occurs when individuals alter their mannerisms to match the behaviors and expressions of those nearby, without intention.
Social Loafing01:37

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

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Related Experiment Video

Updated: Jun 14, 2026

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another
05:12

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another

Published on: September 18, 2017

Shared learning shapes human performance: Transfer effects in task sharing.

Nadia Milanese1, Cristina Iani, Sandro Rubichi

  • 1Università di Modena e Reggio Emilia, Italy.

Cognition
|April 13, 2010
PubMed
Summary
This summary is machine-generated.

Collaborative task performance, especially when divided between individuals, leads to representing the entire task. This shared experience influences subsequent task execution within a social context.

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Transferring Cognitive Tasks Between Brain Imaging Modalities: Implications for Task Design and Results Interpretation in fMRI Studies
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Last Updated: Jun 14, 2026

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another
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Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another

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Transferring Cognitive Tasks Between Brain Imaging Modalities: Implications for Task Design and Results Interpretation in fMRI Studies
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Transferring Cognitive Tasks Between Brain Imaging Modalities: Implications for Task Design and Results Interpretation in fMRI Studies

Published on: September 22, 2014

Area of Science:

  • Cognitive Psychology
  • Social Cognition
  • Human-Computer Interaction

Background:

  • Co-actor presence can influence individual task performance.
  • Understanding how task distribution affects cognitive representations is crucial.

Purpose of the Study:

  • To investigate if performing a task with a co-actor shapes subsequent task performance.
  • To examine the role of task sharing in cognitive representation.

Main Methods:

  • Four experiments were conducted using a spatial compatibility task followed by a Simon task.
  • Participants performed tasks alone or with a co-actor, with varying task distribution.
  • An incompatible stimulus-response mapping was used during practice.

Main Results:

  • Incompatible practice eliminated the Simon effect when tasks were performed collaboratively (Experiments 1 and 4).
  • Results suggest participants represented the whole task, not just their part, when it was distributed.
  • Social context is key for this influence on subsequent task performance.

Conclusions:

  • Shared task experiences, particularly when divided, promote a holistic task representation.
  • Collaborative task engagement can alter cognitive strategies for subsequent individual or shared tasks.
  • Social context plays a significant role in how shared task experiences impact cognitive processing.