Department of Communication and Economics, University of Modena and Reggio, Emilia, Italy.
PLoS One. 2012;7(8):e43311. doi: 10.1371/journal.pone.0043311. Epub 2012 Aug 14.
Two experiments were conducted to investigate whether physical and observational practice in task-sharing entail comparable implicit motor learning. To this end, the social-transfer-of-learning (SToL) effect was assessed when both participants performed the joint practice task (Experiment 1--complete task-sharing), or when one participant observed the other performing half of the practice task (Experiment 2--evocative task-sharing). Since the inversion of the spatial relations between responding agent and stimulus position has been shown to prevent SToL, in the present study we assessed it in both complete and evocative task-sharing conditions either when spatial relations were kept constant or changed from the practice to the transfer session. The same pattern of results was found for both complete and evocative task-sharing, thus suggesting that implicit motor learning in evocative task-sharing is equivalent to that obtained in complete task-sharing. We conclude that this motor learning originates from the simulation of the complementary (rather than the imitative) action.
进行了两项实验，旨在探究在分工任务中进行身体和观察实践是否会带来相当的内隐运动学习。为此，当两名参与者都执行联合实践任务时（实验 1——完全分工），或者当一名参与者观察另一名参与者执行一半的实践任务时（实验 2——唤起式分工），评估了社会学习转移（SToL）效应。由于已经证明，在反应者和刺激位置之间的空间关系的反转可以防止 SToL，因此在本研究中，当空间关系保持不变或从实践到转移会话时发生变化时，我们在完全和唤起式分工条件下评估了它。对于完全和唤起式分工，都得到了相同的结果模式，这表明唤起式分工中的内隐运动学习与完全分工中获得的运动学习相当。我们得出结论，这种运动学习源自对互补（而不是模仿）动作的模拟。
