TY - JOUR
T1 - Spatial parameters at the basis of social transfer of learning
AU - Lugli, Luisa
AU - Iani, Cristina
AU - Milanese, Nadia
AU - Sebanz, Natalie
AU - Rubichi, Sandro
N1 - Publisher Copyright:
© 2015 American Psychological Association.
PY - 2015/6/1
Y1 - 2015/6/1
N2 - Recent research indicates that practicing on a joint spatial compatibility task with an incompatible stimulus-response mapping affects subsequent joint Simon task performance, eliminating the social Simon effect. It has been well established that in individual contexts, for transfer of learning to occur, participants need to practice an incompatible association between stimulus and response positions. The mechanisms underlying transfer of learning in joint task performance are, however, less well understood. The present study was aimed at assessing the relative contribution of 3 different spatial relations characterizing the joint practice context: stimulus-response, stimulus-participant, and participantresponse relations. In 3 experiments, the authors manipulated the stimulus-response, stimulus-participant, and response-participant associations. We found that learning from the practice task did not transfer to the subsequent task when during practice stimulus-response associations were spatially incompatible and stimulus-participant associations were compatible (Experiment 1). However, a transfer of learning was evident when stimulus-participant associations were spatially incompatible. This occurred both when response-participant associations were incompatible (Experiment 2) and when they were compatible (Experiment 3). These results seem to support an agent corepresentation account of correspondence effects emerging in joint settings since they suggest that, in social contexts, critical to obtain transferof- learning effects is the spatial relation between stimulus and participant positions while the spatial relation between stimulus and response positions is irrelevant.
AB - Recent research indicates that practicing on a joint spatial compatibility task with an incompatible stimulus-response mapping affects subsequent joint Simon task performance, eliminating the social Simon effect. It has been well established that in individual contexts, for transfer of learning to occur, participants need to practice an incompatible association between stimulus and response positions. The mechanisms underlying transfer of learning in joint task performance are, however, less well understood. The present study was aimed at assessing the relative contribution of 3 different spatial relations characterizing the joint practice context: stimulus-response, stimulus-participant, and participantresponse relations. In 3 experiments, the authors manipulated the stimulus-response, stimulus-participant, and response-participant associations. We found that learning from the practice task did not transfer to the subsequent task when during practice stimulus-response associations were spatially incompatible and stimulus-participant associations were compatible (Experiment 1). However, a transfer of learning was evident when stimulus-participant associations were spatially incompatible. This occurred both when response-participant associations were incompatible (Experiment 2) and when they were compatible (Experiment 3). These results seem to support an agent corepresentation account of correspondence effects emerging in joint settings since they suggest that, in social contexts, critical to obtain transferof- learning effects is the spatial relation between stimulus and participant positions while the spatial relation between stimulus and response positions is irrelevant.
KW - Joint performance
KW - Simon effect
KW - Social cognition
KW - Social transfer-of-learning
KW - Spatial compatibility
UR - http://www.scopus.com/inward/record.url?scp=84930041911&partnerID=8YFLogxK
U2 - 10.1037/xhp0000047
DO - 10.1037/xhp0000047
M3 - Article
C2 - 25867503
AN - SCOPUS:84930041911
SN - 0096-1523
VL - 41
SP - 840
EP - 849
JO - Journal of Experimental Psychology: Human Perception and Performance
JF - Journal of Experimental Psychology: Human Perception and Performance
IS - 3
ER -