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Action Feedback Enables Novices to Implicitly Acquire Task Regularities from Experts During Joint Statistical
Zheng Zheng1,2, Nanye Deng1,2, Caiyue Yin1
1School of Psychology, Zhejiang Normal University, Jinhua 321004, China.
Behavioral Sciences (Basel, Switzerland)
|July 28, 2026
Summary
Novices implicitly learn from experts through shared outcomes, not just by watching. This joint statistical learning relies on feedback, enhancing sequence acquisition in paired interactions.
Area of Science:
- Cognitive Science
- Social Psychology
- Neuroscience
Background:
- Joint statistical learning typically assumes equal expertise, but real-world interactions involve knowledge asymmetries.
- How novices implicitly learn from experts via sensorimotor signals is not well understood.
Purpose of the Study:
- Investigate implicit sequence regularity extraction by novices from experts.
- Compare the roles of action feedback versus action visibility in joint statistical learning.
Main Methods:
- Modified serial reaction time task across three experiments.
- Paired novices with trained experts and pseudo-experts.
- Manipulated action feedback and visual access to expert movements.
Main Results:
- Novices with experts showed faster reaction times and sequence-specific learning.
- Absence of action feedback eliminated sequence-specific learning.
- Absence of visual access did not affect learning, indicating feedback's importance.
Conclusions:
- Novices implicitly acquire sequence regularities from experts, primarily through shared perceptual outcomes (feedback).
- Effect-based coding, not kinematic observation, drives implicit learning in asymmetric social contexts.
- Findings extend the Theory of Event Coding to asymmetric joint action scenarios.
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