"You're wrong, I'll switch, I'm wrong, I'll stay": How task-switching strategies are modulated by a partner in a...

Area of Science:

• Cognitive Psychology
• Motor Learning
• Social Cognition

Background:

• Individuals often control their practice variables based on performance.
• Understanding how social context, specifically a partner's performance, affects practice decisions is crucial for learning protocols.

Purpose of the Study:

• To investigate the impact of a partner's performance and practice schedule on an individual's practice decisions in a multi-task learning environment.
• To identify distinct error-based switching strategies in dyadic practice.

Main Methods:

• A multi-task learning protocol involving individuals and dyads practicing three keystroke sequences.
• Dyad participants alternated turns, with one partner having control over sequence order and the other following a blocked or random schedule.
• Analysis of practice choices and switching strategies based on own and partner's performance.

Main Results:

• Practicing with a partner on a random schedule led to increased task-switching in the other partner.
• Evidence of distinct "own-error" and "partner-error" switching strategies was observed.
• Partners tended to repeat sequences after poor personal performance or strong partner performance.

Conclusions:

• An individual's practice decisions are significantly influenced by their social context.
• Partner's practice schedule and error patterns are key factors affecting learning choices.
• Social dynamics play a vital role in optimizing motor learning and practice strategies.