我还是我们? 在同步联合行动中的行动-结果学习
Maximilian Marschner1, David Dignath2, Günther Knoblich1
1Department of Cognitive Science, Central European University, Vienna, Austria.
Cognition
|April 7, 2024
概括
人们从共同行动中学习,专注于群体结果,而不是个人行动. 意想不到的是,当测试行动与之前的联合行动不相容时,学习更好.
科学领域:
- 认知心理学 认知心理学
- 神经科学是一个神经科学.
- 社会心理学 社会心理学
背景情况:
- 目标导向的行为依赖于理解行动结果关系.
- 联合行动涉及对共同环境成果的同步贡献.
- 现有的研究往往侧重于个人行动结果学习.
研究的目的:
- 调查个人如何获得联合行动的陈述.
- 确定学习是否将学习结果与个人或团体层面的行动特征联系起来.
- 探索共同行动结果学习背后的机制.
主要方法:
- 两对参与者通过同步按键学习制作音乐和弦.
- 一个测试阶段通过操纵刺激-反应映射 (兼容/不兼容) 来评估性能.
- 从学习阶段进行的个人和联合行动结果映射进行了比较.
主要成果:
- 联合行动的兼容性,而不是个人兼容性,影响了测试阶段的性能.
- 与预测相反,联合不兼容的映射导致性能改善.
- 团队级学习经验似乎调节了任务指令的编码.
结论:
- 联合行动学习是通过在团体层面编码行动的表示来支持的.
- 这表明有专门的心理机制来处理联合行动.
- 这些发现挑战了关联性解释,并突出了群体经验在学习中的作用.
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